Resources
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^a
' 'WE ARE FORTUNATE TO rfAve A CLEARLY DEFINED MISSION
WHICH PEOPLE CAN UNDERSTAND, GRASP, BECOME COMMITTED TO --
AS A RESULT WE'VE ATTRACTED SOME EXTREMELY DEDICATED AND
COMPETENT INDIVIDUALS-*
i '
-" i .'V - '.
OUR CHALLENGE TO CONTINUALLY LOOK AT THE KINDS OF
OPPORTUNITIES WE GIVE PEOPLE TO GROW AND DEVELOP WHILE THEY
. i '' . . t .;._.
PURSUE THEIR CAREERS IN GOVERNMENT AND THEIR COMMITMENT TO
THE MISSION OF THE AGENCY.*
THREE YEARS FROM NOW,, I WOULD LIKE TO THINK THAT WE
ESTABLISHED SOME FUNDAMENTAL CHANGES THAT WOULD BE
AFTER WEARE GONE-' ^
'YOUR PART I C I PAT TON 1 1| ;
PROCESS W I LL MAKE
EITHER
HAPPEN OR NOT - I APPRECIATE THE FACT THAT YOU 'RE COMMITTED,
YOU'RE WORKING TOGETHER
RE HEADED IN THE RIGHT DIRECTION
Excerpts from remarks ^y Le« Mi. Thomas, Administrator, to the
EPA Human Resources Council on May 20, 1985.
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SUMMARY RtPORT
OF
HUMAN RtSOUKCES COUNCIL MEETING
WASHINGTON, D«C.
MAY 1985
Protection
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY
OFFICE OF HUMAN RESOURCES MANAGEMENT
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The second meeting of the Human Resources Council was
held at Meridian House International in Washington, D.C.
in May 1985. Once again, we were overwhelmed by the Council
Members' enthusiasm.
Our goals for the meeting were threefold: to organize
the Council and elect a chairperson; to continue the exchange
of information begun at the planning meeting at Hunt Valley;
and to inspire and encourage Council members and OHRM and PMD
staff to continue human resource initiatives.
I am pleased to say that we accomplished all of our
goals. The Council met as a group, conducted its first
business, and elected a Chair and Co-Chair, Paul Keough and
Kathleen Callahan. Paul and Kathy have assumed responsibility
for Council activities. A message from Paul outlining his
views on the roles and responsibilities of the Council appears
on the opposite page.
The exchange of information begun at Hunt Valley continued
Ten showcase presentations provided vivid examples of success-
ful human resource initiatives throughout EPA. In addition
to presentations about EPA, we included a session on the
automated personnel system operated by the Air Force. This
report contains a brief summary of each showcase. If you
would like more information about any of them, please contact
the presenter directly.
Dr. Peter Vaill, Professor of Human Systems at George
Washington University, provided perspective as well as
inspiration. Describing the Human Resources Council as a
"structural innovation" unique in government, Peter encouraged
us to try new approaches and explained the way human resource
activities can help create high performing organizations. He
encouraged us to study the unintended consequences of our
actions and to involve an ever-widening group of people.
I look forward to working with Paul, Kathy and the
Councils as EPA's human resource programs evolve. The process
is well underway now. We have all the ingredients necessary
to make EPA a truly high performing organization. It's up to
us to do it.
**2,
K. Kirke Harper
Director, Office of
Human Resources Management
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It is a great honor to have been selected as the Chair of
the National Human Resources Council. I would like to outline
a few of the main objectives I see the Council focusing on over
the next few months.
The Council must serve as a sounding board by reviewing
and discussing proposed human resource initiatives, such as
the Framework for Achieving Managerial Excellence (F.A.M.E.),
the EPA Institute, and mandatory training for new supervisors.
Commenting on new initiatives is an important role for each
Council member. It is imperative that the views of the
Regional Offices, Laboratories and each Headquarters program
be reflected as new human resource proposals emerge.
The Council must continue to generate innovative ideas
and approaches to human resource problems. Many Regions and
Laboratories have displayed creative and innovative ideas at
"showcase" presentations at previous Council meetings. These
ideas have been copied and incorporated into our overall
Agency program. The Council will be expanding its role in
this area.
We also must assist the Office of Human Resources in the
communications area. It is every Council member's obligation
to see that the organization they have been chosen to represent
is kept informed of all our activities. We simply must do a
better job "spreading the word" about what is taking place in
the human resource area.
We will endeavor to be the "eyes and ears" of the Office
of Human Resources in the field. The Council must serve as
an early warning network to surface problems and issues. Only
through this information gathering can we hope to be addressing
problems that are of most concern to EPA personnel.
In summation, I see the Council playing an extremely im-
portant role in defining the role of human resource activities
in supporting EPA's mission. But the Council will only be as
effective as its members want it to be. We must work together,
and we must work closely with the Office of Human Resources
Management. We have a unique opportunity to make EPA a model
for human resources management.
Paul G. Keough, Chair
Human Resources Council
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CONTENTS
I.
ADDRESS BY DR. PETER B. VAILL
II. SHOWCASE PRESENTATIONS
TASK FORCE ON STAFFING FLEXIBILITIES
CERTIFIED PUBLIC MANAGER PROGRAM
WORKFORCE PLANNING USING COMPUTER GRAPHICS
SCIENTIFIC/TECHNICAL JOB ANALYSIS STUDY
CAREER DEVELOPMENT PLANS
EMPLOYEE SURVEY
AIR FORCE CAREER MANAGEMENT PROGRAM
ORD
New Jersey
Region IX
OHRM
Region IV
Region VIII
USAF
III. CAREER MANAGEMENT SESSIONS
FRAMEWORK FOR ACHIEVING MANAGERIAL EXCELLENCE (FAME)
SCIENTIFIC/TECHNICAL CAREERS ADVISORY COMMITTEE
SUPPORT CAREERS ADVISORY COMMITTEE
5
7
9
11
13
15
17
19
21
23
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ADDRESS BY DR. PETER B. VAILL
Professor of Human Systems,
School of Government and
Business Administration
George Washington University
There are basically three broad thrusts to my remarks
which are somewhat loosely related. The three areas I will
cover are: (1) how your Human Resources Council looks to me,
my perceptions of you as participants and my hopes for you,
(2) how your effort relates to what professionals in the
field of human resources development are trying to do and,
(3) the kind of impact or contribution this group can make in
the Agency.
I don't think I have ever seen an effort like the one
you are embarking on. I have never seen a professional staff
in the human resources field turn over a major piece of its
influence, establishing a partnership with people throughout
an organization as big as yours to help keep the effort on
course, to keep their feet on the ground. Deliberately
inviting input is a unique structural innovation. I see your
efforts becoming a model for other federal agencies.
We are living in a society in which our institutions
have become more fluid and increasingly temporary in nature.
The temporary systems we create have some interesting proper-
ties which are not like formal organizations. They must
often define their own task, as you have. They are not
bureaucratically organized, and cut across hierarchies and
disciplines. Their success depends on individual contributions
because they work together for short periods infrequently, as
you are meeting here.
Get to know each other; leadership roles will merge, and
you'll find there will be pure networks rather than a hierarchy,
Individuals should be open to playing new roles, deciding
what's significant, and refraining from rushing to judgments.
Questions to ask yourselves are: In what ways do you want to
be a significant force? In a year or two years from now, in
what ways do you want to be missed?
Everyone is breathless from the rapid growth of human
resources development in the last fifteen years. One of the
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reasons this field has grown so is that legislation in the
1960s and early 1970s forced organizations into an increasing
awareness that people are basically all you've got and the
way you treat people influences the ability of those people
to make decisions and to work together effectively. Management
problems are getting more difficult, particularly in an agency
like EPA where there are a lot of better-educated, high-
powered mature professionals. They have their own egos and a
sense of themselves, and in their academic careers they
probably did not consider what it would be like to actually
work in an organizational context. You can help the policy
formulators think about what kind of policies will make a
difference in this Agency? what will help the people in your
Regions and Laboratories feel better about EPA and be more
creative, optimistic, and productive.
I see the main emphasis in the human resources field
today to be on the quality of life and the quality of human
relationships. The actions that management takes in this area
have the greatest potential for influencing the quality of
the substantive work that the organization does. There's a
temptation to rush into packaged solutions that look attractive.
Take your time and think about it. You will find problems
for which there is nothing on the shelf. You're going to
have to make it up, and that will be fun. This type of change
is an on-going process rather than one zippy program after
another.
You have identified the areas of career development,
workforce planning and organizational development in your
mission statement. Think of the on-going influence you can
have in areas like those three and others that you decide to
work on. You will be constantly balancing and integrating
ideas.
Lastly, I'd like to leave with you the five aspects I
think you must recognize and balance to have a high-quality
organization:
0 economic, that is, using your resources effectivley;
0 technologi ca 1, relates to the way in which you set up
your work and structure your organization;
0 what I'll call communal, which involves making the
organization a good place for people to work together;
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e the spcial-political aspect of being good citizens in
your environment and paying attention to the quality of your
relationships with constituencies outside your Agency; and
0 the moral-spiritual-transcendental evaluation, which
asks the questions we tend to ask ourselves anyhow/ human
beings being the way they are. Is what we are doing in the
environment technically right? Is this a good way to use my
life? Why are we permitting supervisors to treat people
this way?
The extent that you are successful in juggling, balancing
and integrating those five things, will determine the quality
of your system.
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Presented by:
Frank T. Princiotta
PTS 629-2821
THE REPORT OF THE ORD TASK FORCE ON STAFFING FLEXIBILITIES
Background: Dr. Bernard Goldstein, EPA"s Assistant
Administrator for Research and Development was interested in
identifying initiatives he could pursue to enhance ORD's
ability to recruit, keep and motivate highly qualified scien-
tific personnel.
Summary: Dr. Goldstein set up a task force co-chaired by
Robert Dixon, his Office Director for Health Research, and
Art Sandoval, Director of Personnel Management at Las Vegas,
staffed by senior ORD and OARM personnel. The task force
identified 17 potential initiatives they believed could
upgrade the ability of ORD to recruit and keep highly qualified
scientific personnel. Their final report was presented to
Dr. Goldstein in July 1984. He selected 10 of those initiatives
which he wished to pursue. He then asked Ken Dawsey, Deputy
Director, Office of Administration, and Frank Princiotta,
Director, Air and Energy Engineering Research Laboratory, to
co-chair a group to work on implementation details for the 10
selected initiatives. The initiatives included the following:
o Establish and publicize career ladders for research
positions utilizing peer panels to determine qualifi-
cations and scientific contributions;
o Liberalize present policy on use of IPAs to allow for
recruitment of personnel with selected scientific skills
to supplement the EPA research staff;
o Consider the reinstitution of an innovative research
program allowing EPA scientists, selected through
competition, to conduct independent research on selected
innovative themes at highly respected research insti-
tutions.
The implementation group has finalized its recommendations
and has submitted them to Dr. Goldstein for his implementation.
Those of us who have worked on this project believe it was
successful because of the clear ground rules laid out by
Dr. Goldstein, by his intense and persistent interest in this
subject and by the excellent spirit of cooperation displayed
by OARM and ORD senior staff. Although it is too soon to
tell exactly what the impacts of this effort will be, we
believe they will substantially enhance ORD"s scientific
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program because of the visibility they give to communicating
important staffing flexibility options. Another major benefit
is that initiating a dynamic career ladder and innovative
research program can positively motivate our onboard scientists.
An important observation made by the participants in this
effort is that very little new was discovered or innovated by
this group; however, innovative utilization of current Agency's
programs and communication of these mechanisms can be quite
constructive.
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Presented by:
Alma Joseph
New Jersey Civil
Commission
(609) 984-7144
Serv,
THE CERTIFIED PUBLIC MANAGER PROGRAM OF NEW JERSEY
In 1983, Governor Thomas H. Kean, by Executive Order,
created the New Jersey Certified Public Manager Program.
This program, for the first time in New Jersey history,
created a comprehensive management program aimed at providing
specialized training in management for the supervisors and
managers in New Jersey state government.
The Executive Order was a reaction to several factors
which existed relevant to management training:
1) no uniform and comprehensive program existed for the
State's 15,000 supervisors and 3,000 managers;
2) of the money (several million dollars) expended for
employee development, less than seven percent was
expended for the improvement of supervisors and
managers; and
3) the existing programs lacked uniformity in content and
quality.
After extensive research and review of existing management
development programs, New Jersey joined six other states
(Georgia, Florida, Louisiana, Arizona, North Carolina, Vermont)
involved in the structured improvement of government managers.
Several other states (Maryland, Pennsylvania, Iowa, Washington,
Delaware) are currently exploring membership in the National
Certified Public Manager Consortium.
The Certified Public Manager Program in New Jersey broke
new ground in that it formed a partnership between one of the
state's operating agencies, the Department of Civil Service,
and Rutgers, the State University.
The CPM Program is structurally complex, in that it is
divided into six levels; the first three are conducted by Civil
Service and the last three are conducted by Rutgers University.
Based on the Governor's mandate, all supervisors will complete
at least the first three levels and all managers will complete
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all six levels. Thus, the only requirement for admission to
the program is a job which entails supervisory and/or manage-
rial responsibilities. However, since the Governor was
interested in using this program to enhance the status of
women and minorities in state government, those who are
identified as having the potential to become supervisors/
managers may be enrolled.
The core program involves 240 classroom contact hours as
well as 60 hours of related elective instruction covering such
topics as communication, leadership, motivation, discipline,
equal employment opportunity and affirmative action, the budget
process, administrative law, professionalism, organizational
development and the use of microcomputers. In addition, parti-
cipants are required to complete a project for each level,
present the results of a practicum and pass an examination
for each level.
The care and attention which went into the selection of
the members of the Policy Board and the Curriculum and Opera-
tions Committee is a clear indication of the Administration's
commitment to this program. The Policy Board is composed of
individuals from government, the academic community and
private industry. This Board, appointed by the President of
the Civil Service Commission, the chief administrator of the
program, functions in an advisory capacity with regard to
program policy. The Curriculum and Operations Committee is
appointed to review and suggest changes or additions to the
CPM curriculum or the administrative aspects of the program.
Likewise, this committee is composed of individuals from
government, academia and the private sector.
An important outgrowth of the CPM program is the Certified
Public Managers Society of New Jersey* The major objectives
of this Society are: to promote and maintain high standards
of professional and ethical practice in New Jersey public
management; and to foster continued professional growth of
New Jersey's public managers. This Society will be a new
force in government and we expect that they will participate
not only in the future direction of the program, but in the
future direction of the government.
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Presented by:
John Spafford
FTS 454-8019
WORKFORCE PLANNING USING COMPUTER GRAPHICS
Last fall, we made an attempt to hire with some strategy;
we targeted certain grades and skills to balance our workforce.
Traditionally, we hired on a case by case basis, by name
request or by whatever personnel system brought in the best
quality employees in the least time.
A better understanding of the composition of our present
workforce could lead to institutional workforce planning - a
much discussed, but little used personnel term.
Further, we think supervisors should be in the business of
providing career development advice to their employees not just
HRD specialists. We sense we can do a better job with our
advice when we can locate where in the organization opportun-
ities or trends exist.
We can now determine from our computer-generated graphics
the followingj (see next page)
o The grade mix.
o The skills mix (EPS's, Engineers, Scientists).
o Time in grade for 11's and 12's.
o How employees got promoted (Audit, MPP or Career Ladder).
o Comparisons between 1st and 2nd quarters.
o Skills mix of senior positions.
o Skills mix of GM employees.
Finally, we can begin analyzing the current workforce
against what we might need and want in the next 1 to 3 years.
We can try to answer the following questions:
o What changes can we expect in our workforce?
o Where are we lacking in specialized skill/expertise?
o Do we have too many junior/senior staff?
o Do we have adequate career paths for our employees?
o Do we need to focus on retraining existing staff or
recruit from the outside?
In summary, workforce planning cannot occur until after
we have a better understanding about the composition of our
workforce. Our computer graphics system is our preferred
method for analyzing our workforce.
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Presented by:
Kenneth L. Wright
FTS 382-3311
SCIENTIFIC/TECHNICAL JOB ANALYSIS STUDY
The Office of Human Resources Management (OHRM) is
implementing a job analysis study for the Physical Science
and Chemistry occupation series (1301 and 1320).
The purpose of the study is to establish requirements for
positions using a validation methodology which will identify
knowledges, skills, and abilities or other attributes, and
functional definitions as a prototype for future efforts of
this nature in the Agency. By doing this we will be gaining
a better understanding of how to implement career ladders,
and bridge positions for employees in these occupational
series. This will aid OHRM in the establishment of a dual
career track for scientists and technical personnel. In
addition to this the study will also produce an Individual
Development or Career Enhancement Planning framework for
employees in the scientific and technical disciplines which
will link knowledges, skills and abilities, which are an
outgrowth of the job analysis, to career enhancement activi-
ties for these employees. The final segment of this study
will result in implementation of a simulated computer based
Human Resources workforce management system for the Agency.
This simulation will demonstrate the staffing of positions
with employees whose work experience, education etc., are
listed in the computer. Another term for this is job matching.
If the pilot is successful and implemented Agency-wide, it is
predicted that it will decrease the time for staffing positions
to approximately three weeks versus the current seventeen
week average.
Some of the steps in the study include the following:
The contractor will review over four hundred position descrip-
tions in order to refine initial task lists. This will be
followed by a memorandum informing employees who will be
affected by the study. Some of these employees will be asked
to participate in initial interviews to aid the contractor in
identifying appropriate task lists for their occupations.
This will be followed by a memorandum informing employees who
will be included in the study. Some of these employees will
be asked to participate in initial interviews to aid the
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12
contractor in identifying appropriate task lists for their
occupations. This will be followed by a series of four
meetings with Agency subject matter panels encompassing all
functional definitions, to review and refine comprehensive
task lists for the study. The next step will be to develop
and administer a questionnaire to all 1600 employees in the
Physical Science and Chemistry occupations. The analysis and
application of this information will serve as the basis for
developing both the Career Enhancement Plan and the computer-
ized staffing system.
Since the products of this study are being developed for
future Agencywide implementation, OHRM is coordinating very
closely with the Scientific and Technical Careers Advisory
Committee and the Personnel Management Division. The period
of performance for the study is between April and November 30,
1985.
OHRM is committed to developing these prototypes as a
basis for implementing comprehensive career and workforce
management systems for the Agency. Although this is a long-
term effort, we anticipate the primary steps for an overall
system unfolding from these prototype studies.
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Presented by:
Lynn Agin, Region IV
FTS 257-3486
CAREER DEVELOPMENT PLANS
Background: Based on the need to put a greater emphasis
on employee training and human resource development activities.
Region IV began implementation of a comprehensive career
development program. Development and completion of Career
Development Plans (CDPs) by employees forms the foundation of
the Region's human resource development activities by identi-
fying employee's short-range and long-range goals. Region IV
uses this information to determine how best to assist the
employees in obtaining these goals and objectives within the
overall mission of EPA.
Summary: After initial meetings with the Regional
Administrator, Deputy Regional Administrator, and senior
management officials to "sell" the concept, obtain their
input, and gain approval and support of the Career Development
Plan and Guidebook, employee meetings were held with all
staff from each Division to explain the process and answer
questions. The ARA for the Office of Policy and Management
personally attended all 18 meetings to demonstrate top level
management support and to show that implementation of the CDP
was a high priority.
Implementation of the Career Development Plan took place
over a three-month period from the initial meetings with
Division Directors to the deadline for submission of CDPs. A
phased-in approach was used with submission of CDPs by grade
level in three-week intervals (GS-l-9s; GS-lls and 12s; and
GS-13s and above).
Developed by the employee on a strictly voluntary basis,
the Career Development Plan is a written schedule of an
employee's development objectives and includes the knowledges,
skills, and abilities needed for the employee to reach the
objectives. The CDP provides a systematic approach to organize
learning experiences for the employee. It is a flexible
document and can be updated at any time by the employee. A
formal update and CDP renewal process will be scheduled
annually.
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With the CDP, the employees plan their own development
and outline their own goals and objectives. The supervisor
is responsible for discussing the completed CDP with each
employee to gain a better understanding of the employee's
goals and to give feedback to the employee as needed.
Implementation of the Career Development Plan is the
responsibility of the employee. Each employee is responsible
for following up on his or her own training and developmental
activities.
The Human Resource Development function in the Region IV
Personnel Office will be using the data gathered from the CDPs
for several purposes:
1. As a training needs assessment tool to determine which
training courses need to be brought "in-house" during
FY-86;
2. Developing a plan of action for developmental assign-
ments requested (such as IPAs, details, rotational
assignments) and working with managers and supervisors
to try to accommodate these requests;
3. Determining training funding needs for FY-86;
4. Method for better planning/targeting and double-
checking SF-182 training requests against CDPs.
Employees have expressed a high level of interest in
developing their CDP and seem to view CDPs as a positive step
by management in trying to meet their career development
needs.
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Presented by:
Roger Frenette
564-1408
REGION VIII EMPLOYEE SURVEY
In July 1983, John Welles was appointed Regional
Administrator and began the task of rebuilding Agency credibil-
ity. During September, 1983, the Senior Staff participated
in a Team Building retreat that resulted in a statement of
Regional needs entitled: "Where We Want to Be a Year from
Now." Four major overarching goals were also adopted.
Further, Senior Staff committed to forming an Employee Survey
Task Force that would survey employee opinions about the
Region's progress in moving toward its goals, as well as
management performance, job satisfaction and other issues
vital to Regional effectiveness. During FY 1984, the goals
were discussed at several all-employee meetings, distributed
to all employees, and incorporated as Critical Job Elements
in each supervisor's Performance Agreement.
This showcase describes the organization, design,
implementation and evaluation of the Employee Survey Task
Force which was an employee evaluation of management performance.
The Human Resource Development needs met by this effort
include the healing effect of:
o Providing employees an opportunity to express their
opinion(s) about the events that affect their work life
and the Agency mission they care about.
o Creating or re-affirming a sense of belonging, that each
person, indeed, each person's opinion, is valued.
o Emphasizing feedback as an open process, as an important
value in Agency life (in EPA culture).
An employee task force was organized in May 1984 to
determine what instrument might be used to measure the Region's
performance during Fiscal Year 1984. A two-month search
resulted in the decision to use the senior management team's
goals as the foundation for a specifically tailored survey
instrument. The survey form was designed in four parts. For
26 goal statements employees were asked: How are things now
in Region VIII? and how have things changed during the last
fiscal year; further, respondents were asked to identify
reasons for progress or lack thereof; and to suggest goals
for Fiscal Year 1985.
The employee task force, with senior management support,
created an "event" for bringing attention to the survey. The
survey was completed in September 1984; all Region VIII staff
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and organizations participated, and 210 out of 328 persons
responded. Survey data was stored on a personal computer for
manipulation, synthesis, and comparative analyses through
time, across groups, between Divisions and goals, etc.
Results, including visual aids were also printed by personal
computer. All employees were briefed and provided copies of
the survey results. Some of the findings of the survey
include:
o Employees stated the survey was important to Agency life.
o The survey raised awareness of regional goals.
o Indices of Agency effectiveness in carrying out its
mission, that is, in compliance and enforcement and
outreach to constituents, were strongly positive by
all three groups for which data was summarized, that
is, staff, secretarial and management groups.
o Indices of Agency effectiveness in how the Agency
mission was furthered, pointed to the need for improved
internal communication, coordination, and team work,
as well as for management and personnel development.
o Supervisors as a group were consistently more positive
about Regional progress than both the staff and the
secretarial groups.
o Survey results affirmed the need for a human resource
program within Region VIII. The need for added emphasis
on management development and for initiating a career
management program were clear signals coming from the
employee survey.
o A large number of redirections were suggested by the
survey respondents.
In summary, staff leadership in partnership with senior
management commitment worked well in this effort. A signifi-
cant improvement in Agency credibility had been accomplished
during the first year. The need for improved internal opera-
tions remained. Pull disclosure of results helped to re-*
establish the trust level.
A significant amount of time was used to design the
survey. Region VIII recommends use of professional help and
a tested questionnaire where and when feasible. The Office
of Human Resources Management should consider providing this
service to field offices.
A longer-term, multi-year management plan is needed by
each field office. This questionnaire, like similar efforts,
served as one snapshot, a "sensor" in management direction.
Thus, it was not an end in itself. In what ways can the
Human Resourses Council in partnership with the Office of
Human Resources Management suggest, guide, and reshape the
personnel and management development practices and career
opportunities over the next decade?
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Presented by:
Warren Banes, Jr.
HQ, USAF, Civilian Personnel
Prepared by:
Sandy Bingham
FTS 382-3311
AIR FORCE CAREER MANAGEMENT PROGRAM
The Air Force Career Management Program assures continuity
and achievement of program objectives through detailed skills
information on the work force, a central referral system for
fast and efficient filling of vacancies and provides employees
with a roadmap to pursue career goals.
The program is a dual-track system which separates
employees into career general and career executive forces.
The career general force includes GS-1 through GS-10 employees
and all GS-11 through GS-15 employees who elect not to register
for the career executive program or are not eligible. Employees
compete for career general positions at their local installa-
tion or may apply for career general positions anywhere in
the AF through the local Civilian Personnel Office (CPO).
Local CPOs administer these vacancies and issue promotion/
reassignment certificates to selecting supervisors.
GS-11 through GS-15 employees voluntarily register for
career executive membership with the local CPO. These
registrants form the central referral system and are designated
career executive force members. Members are assessed by
supervisors for their managerial potential and may apply for
the Executive Cadre. If selected, the employee is identified
as a Cadre member of the career executive employee inventory
and automatically considered for Cadre reserved and career
essential positions.
Registered career executive members not applying for
Cadre or not selected for Cadre membership are designated
career essential members and automatically considered for
career essential vacancies and career general positions.
Only career executive employees compete for career execu-
tive positions. The PALACE TEAM (composed of representatives
from personnel management and other disciplines) administers
vacancies on these positions and issues promotion/reassignment
certificates through local CPOs to selecting officials.
Two major components of the AF systems are the PEPs
{Promotion Evaluation Patterns) and the Central Referral
System.
PEPs are developed for all career executive positions
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and coded in the PPRS (Promotion and Placement Referral
System) for identifying most highly qualified registrants to
fill career executive position vacancies. A job analysis of
all career executive positions surfaces major job requirements,
knowledges, skills and abilities.
PEPs are structured with a succession of progressively more
stringent qualifying factors so that each factor narrows the
field of highly qualified candidates. Registered inventory
is coded into a data base system. Promotion and reassignment
certificates for vacancies are produced within two weeks of
receipt from the base having the vacancy.
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Presented by:
Peg Anthonyf SBS Exec.
Resources Unit 382-3328
FRAMEWORK FOR ACHIEVING MANAGERIAL EXCELLENCE
The Framework for Achieving Managerial Excellence (FAME)
is designed to provide a comprehensive system for selecting,
developing, promoting and evaluating Agency managers at all
levels. The conceptual thinking and framework for such a
system is beginning to take shape. Foremost is the belief
that EPA supervisors, managers, and executives are "Agency
assets". FAME will enable us to manage this investment
accordingly.
CRITERIA FOR MANAGEMENT ADVANCEMENT
In the future, selecting officials will fill supervisory,
managerial, and executive positions from among those candidates
who demonstrate the best mix of background, experiences and
managerial abilities appropriate for the particular job. These
criteria are described below.
Background and Experience. A prerequisite for management
advancement is a proven track record of solid performance in
previous jobs. In addition, the Agency will phase in a policy
that emphasizes a preference to promote people with diverse
experiences who bring an Agency-wide perspective to our decision-
making. The system will create opportunities for people to gain
these diverse experiences early in their management careers.
Further, we will encourage and recognize for advancement
active participation in Agency-wide task force and committee
assignments. Equivalent private sector experience and/or
experience in other federal agencies will also be considered,
as will appropriate formal education and training.
Managerial Ability. Despite differences among our managerial
jobs, there are many common threads. Managers must be able to:
identify and keep up-to date with relevant issues external to
their work unit; represent the interests of their organization
while coordinating their activities with others; plan programs
and guide their staff; obtain and administer money and material
resources; hire the best people and use them well; and review
and critically evaluate implementation and results in light
of the organization's goals and objectives.
At the same time, a manager's effectiveness depends largely
on such characteristics as: broad perspective, action orien-
tation, strategic view, results focus, environmental sensitiv-
ity, communication, leadership, interpersonal sensitivity,
flexibility, and technical competence.
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IMPLEMENTATION
Clearly, full implementation of this program is a long-term
effort. It will require changes to EPA's culture as well as specific
strategies for institutionalizing the program. Several actions are
already underway; others will be taken during the remainder of this
year and continue over the next several years. An outline of the
initial implementation steps and a sketch of the long-term plan
follow: Initial Steps;
1. Annually, the Deputy Administrator will meet with each
Assistant and Regional Administrator to review the management
resources of each respective program or region. As this
process continues, we will assess and evaluate the abilities
of each new and incumbent supervisor, manager, and executive
against the criteria stated above.
2. Senior managers will play a more active role in the selection
of supervisors, managers, and executives. Over time, there
will be extensive involvement of career employees in this
process. More immediately, the role of the Office of the
Administrator in filling SES positions will be expanded, as
follows:
o Starting immediately, notice of new vacant SES positions
will be given to the Deputy Administrator by OHRM. Using
the information gathered from the AAs and RAs, the Admin-
istrator and Deputy will suggest the names of people whom
they think would serve well in a given vacant position.
OHRM will "broker" reassignments.
o Before a selecting official makes a choice among the
finalists for a position, he or she will review the
finalists with the Deputy Administrator.
3. We will establish mandatory training and development
requirements for all executives, managers, and supervisors
beginning with a three day course for newly selected
supervisors.
Long-Term Plan. To assure high-quality managerial and executive
talent for EPA, we will be building a system which will apply the
background, experience, and managerial ability criteria stated above
to: recruit and select the best people for our management positions;
offer a training and development program for aspiring mangers, new
appointees, and incumbents; and evaluate and reward management
performance. Our plan is to include the following elements in such
a system: promotion from within; managerial criteria used for
selections at all levels; an employee talent bank; early identifi-
cation of future leaders; career development planning; and greater
recognition recognition of excellent managerial performance.
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Presented by:
Penny Fenner-Crisp
FTS 382-7589
SCIENTIFIC/TECHNICAL CAREERS ADVISORY COMMITTEE
Knowing that the Agency is dependent upon quality science,
EPA must encourage and support its scientists and technical
personnel in their efforts to maintain and enhance their exper-
tise. To assist in this process, the Scientific/Technical
Careers Advisory Committee was established by Administrator
Thomas as a Human Resources Management initiative. This
standing committee is charged with counselling the Administrator
on all matters pertaining to the professional development of
this large segment of the workforce.
The need for the Committee was made clear in light of the
findings of the NAPA study and the submission to Mr. Ruckelshaus
in May, 1984, of the proposed Professional Development Plan
by Women in Science and Engineering (WISE). The perception
existed that the Agency was slipping in its capability to
deal with state-of-the-art science and technology, and that an
unbalanced emphasis was being placed upon management and
other non-technical responsibilities. The creation of the
Committee is felt by our scientific community to be the first
step in creating a more balanced attitude toward attracting,
retaining and promoting qualified professionals. Many of the
Agency's scientists and technical staff have offered their
assistance in the work of the Committee, an offer willingly
accepted by the group, knowing as they do that these individuals
possess a great deal of expertise and insight.
The Committee is made up of people who have a strong
scientific or technical background and/or manage programs
heavily dependent upon scientific and technical expertise.
These individuals come from all of the Program Offices (OSWER,
OPTS, OW and OAR) as well as ORD, OPPE and the Regions.
The Administrator has charged the Committee with five
general tasks: 1) designing a separate non-managerial career
ladder for professional staff at the higher grade levels, 2)
developing useful exchange programs within the Agency, 3)
studying the need for changes in existing policies and programs
which may work against career growth for the scientific and
technical employee, 4) advising on scientific and technical
resource allocation, and 5) studying the changing roles of
the scientific and technical community as the delegation of
authority to the States escalates.
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The Committee currently is addressing several issues: 1)
OHRM's broadly-based job analysis (the data from the early tasks
will be useful in developing the separate career ladder), 2) a
policy statement which sanctions Agency membership in certain
kinds of professional societies and which encourages partici-
pation of individuals in the activities of all appropriate
professional organizations, and 3) the concept of an Agency-
based training institute, staffed, in part, by Agency employees
including scientists and engineers who would serve as professors
in sharing their expertise with other Agency employees in the
classroom setting.
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Presented by:
John Beecher
382-4020
Prepared by:
Mary McCaffery
382-4600
SUPPORT CAREERS ADVISORY COMMITTEE
On May 13, 1985 Lee Thomas and Howard Messner met with
over 300 headquarters secretarial and clerical workers and
announced the start of the Support Careers Advisory Committee,
(SCAC). This Committee will draw a blueprint for developing
a top flight support staff; making recommendations on hiring
and training practices; suggesting incentives for good perform-
ance; and examining the effects of office automation on
support positions. In the words of the Administrator, "The
Support Careers Advisory Committee is an example of the
Agency's commitment to seek input from all major career
groups in EPA about matters that effect their work."
The Committee, which will report its recommendations
directly to Paul Keough, Human Resources Council Chair, is
composed of 16 members from a cross section of headquarters
and regional offices. Members include: Mary McCaffery
(chair), John Beecher, Janice Berry, Marsha Bush, Andrew
Carlin, Vincette Goerl, Karen Heise, Lorna Holloway, Pat
MacKenzie, Laura Malone, Cris Perez, Earl Price, Sherri
Sheppard, Jack Sweeney, Shirley Waugh, and Elsie Windsor.
*U,S. GOVERNMENT PRINTING OFFICE: 1985-461-217/34936
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