s
TUDENT
C
AREER
E
XPERIENCE
P
ROGRAM
(Formerly called Cooperative Education Program)
Investing in the Future,
Gaining the Competitive Edge
SUPERVISORS' HANDBOOK
U. S. Environmental Protection Agency
Region 4
Atlanta, GA
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m
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY
REGION 4
ATLANTA FEDERAL CENTER
100 ALABAMA STREET, S.W.
ATLANTA, GEORGIA 30303-3104
SEP 2 9 199?
MEMORANDUM
SUBJECT: Your Role as the Work Supervisor of Student Career Experience
Program Emploj
FROM: Michael V. Peyton,
Office of Policy and Management
TO: All Supervisors/Managers
You, as a work supervisor of Student Career Experience Program employees, play a key
role in the development and retention of this Region's future work force. The Student Career
Experience Program (formerly the Cooperative Education Program) provides us with a unique
opportunity to train and develop student employees, not only by providing relevant on-the-job
experiences, but also by influencing their choice of college course work.
This is your opportunity to provide guidance, assistance, and training to help our students
become valued Environmental Protection Agency (EPA) employees who will enjoy rewarding and
challenging careers in the Federal service.
You are the person who can sell the benefits of a career with the EPA to these new
employees since most of them may not have decided upon a permanent career. Whether these
employees see us as a vital, challenging, and supportive place to work is greatly impacted by their
first work experience as student trainees. We are hopeful that the contents of this booklet will
help you to recognize your responsibilities as a supervisor and provide important assistance to our
student trainees.
Management in this Region appreciates the contributions you are making to the success of
the Student Career Experience Program and to the future work force needs of EPA hi Region 4.
If you have any questions regarding the program, contact Freda Lockhart, Student Career
Experience Program Coordinator, on extension 2-8142.
Recycled/Recyclable . Printed with Vegetable Oil Based Inks on 100% Recycled Paper (40% Postconsumer)
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TABLE OF CONTENTS
Program Description and Objectives 1
Program Benefits 2
Requirements for Initial Appointments 3
Procedures for Recruiting Students 4
Requirements to Remain in Program 5
Promotion Requirements 5
Conversion Eligibility 6
Converting-Students to Permanent Appointments 8
Pay and Benefits 8
Travel and Study Costs 9
Getting the Most Out of Your Student Trainee 10
Program Responsibilities
Student Career Experience Program Coordinator Responsibilities 11
Mentor Responsibilities 11
Sponsor Responsibilities 11
Division Director Responsibilities 12
Work Supervisor Responsibilities 12
Working Agreements 13
Scheduling of Work Experiences 13
Training Plans 14
Performance Standards and Performance Appraisals 15
Standard Position Descriptions 17
Exhibits
#1 Addendum to Working Agreement
#2 Sample Training/Development Plan
#3 Student Career Experience Program Evaluation Form
#4 Supervisory Evaluation of Student Performance
i5 Recommendation for Future Employment
#6 Orientation Checklist
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PROGRAM DESCRIPTION
The Student Career Experience Program is a planned and progressive, career-related
student employment program which provides students with a blend of academic study and work
experience. The scope of the Student Career Experience Program is quite broad. It includes the
following programs:
1. A high school diploma or General Equivalency Diploma (GED) program;
2. A vocational/technical certificate program;
3. An associate degree program;
_. 4. A baccalaureate degree program; and
5. A graduate or professional degree program.
These programs are available in qualifying educational institutions. At all levels, this
program is conducted in accordance with a planned schedule and a working agreement
coordinated between EPA in Region 4 and the educational institution.
PROGRAM OBJECTIVES
The Student Career Experience Program provides experience that is directly related to the
student's educational program and career goals. It is designed to strengthen professional,
administrative, technical, clerical, and other occupations in the Federal service. Specifically, the
EPA utilizes the program to:
1. Attract and recruit quality students into the EPA;
2. Support equal opportunity objectives;
3. Bring new educational methods and concepts into the work force;
4. Provide the EPA the opportunity to select highly qualified applicants with
proven performance into the permanent work force;
5. Provide students with relevant work experience and familiarity with the
the EPA prior to graduation;
6. Develop tomorrow's engineers, scientists, and managers.
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PROGRAM BENEFITS
For students, the addition of a work experience through the Student Career Experience Program
provides the following benefits:
1. Lends relevancy to academic study.
2. Provides a job to help defray college expenses.
3. Provides a high potential for permanent job placement after graduation.
4. Creates realistic exposure to the work, encourages early adaptation to work
environment, and broadens experiences with people, places, and situations.
5. May lead to awarding of academic credit for such practical work experience.
For employers, the implementation of a Student Career Experience Program provides the
following benefits:
1. Provides for selection of candidates for career positions who are already
familiar with the EPA organization, geographical area, specific job
responsibilities, and individual supervisor expectations.
2. Reduces cost of the characteristically high turnover rate of new employment
(first 3 years) and meets projected recruitment needs.
3. Encourages student interest in newer developing occupations or occupations
where there is a shortage of applicants.
4. Provides understanding of Federal job opportunities among students and
college personnel.
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REQUIREMENTS FOR INITIAL APPOINTMENTS
Student trainees with no previous "related" experience qualify as below:
. . Grade Level of Education
GS-1 Enrollment in a high school or GED program
GS-2 High school diploma or equivalent
GS-3 1 academic year post high school
GS-4 2 academic years post high school study or Associate degree
GS-5 Bachelor's degree or 4 academic years of pre-professional
study
GS-7 1 academic year of graduate school or bachelor's degree
with Superior Academic Achievement or 5 academic
years of pre-professional study
GS-9 Master's degree or equivalent graduate degree or completion
of 2 academic years of graduate level education
GS-11 For research positions, completion of all requirements for a
a Master's or equivalent degree
THE REQUIRED EDUCATION MUST BE;
»• Related to the field in which trainees will receive training on the job
or
* Applicable under the qualification standard for the target occupational series.
SPECIAL PROVISIONS FOR PREVIOUS EXPERIENCE OR EDUCATION
For both entry into and concurrent with conversion from a student trainee program, the
applicant's previous education and experience should be evaluated against the qualification
requirements for the target occupational series. If any portion of the education or experience
meets those requirements, then both appointment and conversion may be made at the highest
grade level for which the candidate is qualified.
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PROCEDURES FOR RECRUITING STUDENTS
Recruitment for student trainees in the Student Career Experience Program will be
handled by special vacancy announcements for each division. Vacant positions will be advertised
semi-annualiy, in November and February. The November advertisements will cover vacant
positions for Winter and Spring quarters/semesters, and the February advertisements will cover
Summer and Fall quarters/semesters. Individual announcements will be sent to
colleges/universities which have the discipline(s) needed. The announcements will have an
opening and closing date and will provide a description of the location and duties of the vacant
position.
Students will be instructed to apply directly to the college/university Placement
Director/Cooperative Education Coordinator. The college/university will provide EPA with an
official referral of all the eligible students who apply, together with their official applications and a
copy of their latest transcript, within a week of the closing date of the position.
Students are eligible for the Program when he/she is:
• At least 16 years old
• A U. S. citizen or an alien who, as cited in Section 606 of the annual U. S. Treasury
Appropriations Act, meets one of the following conditions:
1. Is a person in the service of the U.S. on the date of enactment of this Act who,
being eligible for citizenship, has filed a declaration of intention to become a
a citizen of the U.S. prior tosuch date and is actually residing in the U.S.
2. Is a person who owes allegiance to the U.S.
3. Is an alien from one of the countries authorized in section 606 of the appropriations
act.
• A U.S. citizen at the time of noncompetitive conversion to career-conditional
appointment
• In compliance with 5 CFR part 310, Employment of Relatives
• In compliance with security or fitness requirements
• Have at least a 2.5 grade point average
Managers will come to Human Resources to review applications for vacant positions.
They will contact students directly by telephone/personal interview; make selections; and notify
the Student Career Experience Program Coordinator of selectee. Once a selection has been
made, all students who applied will be notified as to the outcome of the announcement.
The Student Career Experience Program Coordinator is the liaison with
schools/colleges/universities in terms of information, policy, correspondence, etc., and will
keep records on students and monitor work assignments and performance evaluations.
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REQUIREMENTS TO REMAIN IN PROGRAM
Once hired into the program, student trainees are required to adhere to the following:
1. Must maintain a 2.5 GFA average (it is important that your employment at EPA is not
interfering with your academic work).
2. Must provide the Program Coordinator with an updated transcript and class schedule
at the end of each quarter/semester.
3. Must complete degree requirements within the time frames listed below in order to
obtain eligibility to noncompetitively convert to a permanent Federal position. Any student
trainee who has not j;pjnpletejthisfoer degree requirements by the time frames indicated will not
be able to remain in the program. These allowable work years will begin when the student trainee
is hired (on the day he/she enters on duty).
Undergraduates -
Graduates
Ph.D. Candidates -
5 years
2 years (may be extended 1 additional year)
3 years
NOTE: Exceptions to this policy will be considered on a case-by-case basis, but must be
based on extenuating circumstances.
PROMOTION REQUIREMENTS
Student trainees may be promoted to higher graded trainee positions based on their
Federal government student work experience, as shown below:
To GS-2 Continued study in a high school education program and completion
of one period of student trainee work experience.
To GS-3 Completion of one full semester, or the equivalent, of post-high
school study and one period of student trainee work experience.
To GS-4 (a) Completion of 1 academic year of study and two periods of
student trainee work experience; or (b) Completion of 1 V* academic years
of study and one period of student trainee work experience.
For Undergraduate Students Only
To GS-5 (a) Completion of 3 academic years of study and one period of
GS-4 student trainee work experience; or (b) Completion of 2 l/z academic
years of study and 6 months (960 hours) of GS-4 student trainee work
experience.
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For Graduate Students Only
To GS-7 (a) Completion of 4 academic years of study (or all the
requirements) for a bachelor's degree and completion of one
period of GS-5 student trainee work experience, or
(b) Completion of 4 academic years of pre-professional
study and completion of one period of GS-5 student-trainee
work experience.
To GS-9 (a) Completion of 1 full year of graduate level study and
completion of one period of GS-7 student trainee work
experience, or (b) Completion of 5 academic years of pre-professional
study and completion of one period of GS-7 student trainee
work experience.
For Post-Graduate Students Oniv
To GS-11 Completion of 2 foil years of graduate level study and completion
of one period of GS-9 student trainee work experience.
One period of work experience is equivalent to one quarter or semester, depending on the
system used by the student's academic institution. At a minimum, a work period should be equal
to 320 hours. Promotions should be initiated at the beginning of a work period in order to
provide students with full credit for that quarter/semester at work. Promotions are NOT
automatic. Questions regarding promotions should be brought to immediate supervisors.
CONVERSION ELIGIBILITY
Students are eligible for non-competitive conversion to a career or carer conditional
appointment within the 120 calendar day period following completion of educational and work
experience requirements.
An agency may recommend non-competitive conversion in another Federal agency
provided that all parties agree that the appointment is in the best interest of the Government.
Students may also be promoted non-competitively concurrent with conversion. When converting
students, the following conditions must be met:
a. Students must meet the qualification standard for the positions including
minimum education requirements, if any;
b. The position must be in the field, or in a closely related field, for which
the students were trainees; and
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c. Students must have completed the following minimum study-related work
requirements in a pay status:
a. If baccalaureate degree level
c. If associate degree level
d. If high school diploma level
e. If undergraduate certificate level
26 weeks or
1040 hours
b. If graduate or professional degree 16 weeks or
level 640 hours
26 weeks or
1040 hours
16 weeks or
640 hours
16 weeks or
640 hours
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CONVERTING STUDENTS TO PERMANENT APPOINTMENTS
EPA does not promise positions to students who complete the Student Career Experience
Program; however, every effort should be made to provide permanent employment to students
who are interested in a career with the EPA. You should communicate your intent to convert the
student as early as possible to ensure that he/she has a basis upon which to make a career decision
during critical periods of graduate placement/recruiting cycles at the academic institution. To
accomplish this, you must forward a written statement of your intent to convert the student to
your servicing Human Resources Assistant/Specialist or local Student Career Experience Program
Coordinator at the beginning of the last work assignment prior to the student's graduation, or the
first semester of the student's senior year, whichever is earliest.
Since the Student Career Experience Program is designed to provide a source of well-
trainejd employees for entry-level career positions, every effort should be made to convert
students into permanent positions in the same occupations for which they were trained. If
students are not eligible for noncompetitive conversion, they should be advised of procedures for
competitive appointment or terminated from the program.
PAY AND BENEFITS
Compensation and benefits are similar to all other continuing Federal employees with the
following consideration:
Pav
Students will be paid at the current rate authorized under the General Schedule pay
system. The rate of pay will depend upon the grade to which appointed. When not in pay status,
students will be placed on Leave Without Pay (LWOP).
Leave
During work periods, students are entitled to earn sick leave at the rate of 4 hours per pay
period, and annual leave at the rate commensurate with their total Federal service, including
military service. They are entitled to use earned leave on the same basis, and subject to the same
rules and regulations as other Federal employees.
Holidays
Students will be paid for legal holidays which fall within the periods of work providing
they meet the requirements under appropriate regulations for receiving such pay.
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Retirement. Health, and Life Insurance Benefits
Generally, all students are covered by the Federal Employee Retirement System (FERS).
Students whose employment is scheduled to continue for more than 1 year, and are
expected to be in pay status for at least one-third of the total time from the date of appointment to
the completion of the program, are covered by regular life insurance (unless waived) and eligible
to elect optional life insurance and health benefits.
TRAVEL AND STUDY COSTS
Contact the Region 4 Student Career Experience Program Coordinator for information
regarding travel and tuition expenses which may be payable.
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GETTING THE MOST OUT OF YOUR STUDENT TRAINEE
Orienting Students
Begin orienting the student trainees to the job and the organization immediately after
his/her arrival on the job. Introduce the student to appropriate personnel within and outside your
immediate organization. Explain your organization's structure and where it fits into the overall
EPA structure. An explanation of your organization's major work projects in process and/or
completed can give the student a better perspective and understanding of the organization's role
and responsibilities. The more time you take to orient your student, the better his/her chances for
a smooth and orderly transition into the work setting.
Assigning Meaningful Work
Plan ahead to ensure that there is enough challenging, diverse, and progressively more
responsible work for your student. One of the major complaints from students is that they either
have too little to do or they do not feel challenged in their jobs. Learn the student's background
and interests and assign projects or responsibilities related to his/her academic course work. Keep
in mind that the work assignment is an extension of the student's academic progress (i.e., an
effective learning experience).
Try to schedule assignments over the student's entire work period to avoid idle time
periods and ensure productivity. Develop a training plan for your students to help accomplish
this. Your Student Career Experience Program Coordinator can provide you with a sample
training plan which can help you plan for an entire assignment period. You will find the sample
training plan to be an invaluable tool in helping you work out an organized development plan for
your student trainee.
Don't forget to make the student's work assignments an integral part of your
organization's work effort. This will help to build the student's self-confidence and self-esteem
and make them feel that they are making a real contribution to the organization.
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PROGRAM RESPONSIBILITIES
STUDENT CAREER EXPERIENCE PROGRAM COORDINATOR
. . . The Student Career Experience Program Coordinator has a wide variety of responsibilities
including:
1. Orientation of each new student to EPA.
2. Providing information to out-of-town students regarding local housing options.
3. Assisting Division management in their selection of a mentor for each student.
_. 4. Participating in the selection of a "sponsor" for out-of-town students. Sponsors will
be a Regional office employee who will befriend the student and assist in acclimating
the student to Atlanta.
5. Serving as liaison between the students, the schools, and EPA to troubleshoot
problems, coordinate paperwork, etc.
6. Working with supervisors and students to develop individual training plans for each
student.
7. Monitoring student progress to assure all facets of the program are being carried out
successfully.
8. Assuring that all regulatory requirements of the program are being met.
9. Meeting with students to discuss questions, problems, etc.
A mentor is an experienced professional responsible for providing direction and guidance
to the Student Career Experience Program trainee. Mentors should meet regularly with the
student to discuss the student's progress.
SPONSOR
Sponsors are Regional office employees who befriend a designated out-of-town student by
providing and assisting in acclimating that student to the Atlanta area (i.e., shopping, banking,
laundry facilities, points of interest, using MART A, etc.).
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DIVISION DIRECTOR
Division Directors are responsible for assuring that students receive program orientation
and are escorted around the Division and introduced to staff.
The Division Director, or his deputy, should meet with each student on a monthly basis to
discuss the program and any questions the student may have regarding program activities or
his/her work assignments.
WORK SUPERVISOR
The work supervisor plays a vital role in the development of student trainees.
Responsibilities include:
1. Providing orientation to what the EPA is all about.
2. Providing general information about hours, location, work conditions, etc.
3. Assisting the student in the preparation of "Addendum to Working Agreement."
4. Preparing a Training Plan, in consultation with the student and Program Coordinator,
and updating the plan at the beginning of each work period.
5. Preparing Performance Standards at the beginning of each work period.
6. Providing a positive and challenging work experience for the student.
7. Scheduling, assigning, reviewing, and giving feedback to the Program Coordinator on
performance throughout the work period.
8. Preparing the Performance Appraisal at the end of the work period, recommending
retention or termination.
9. Providing information as to available resources for career counseling.
10. Discussing benefits of a career and career opportunities with the EPA.
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WORKING AGREEMENTS
The Student Career Experience Program is a formally structured program and requires a
written agreement by all parties (agency, school, and student). Working agreements between the
EPA and the education institutions have already been established. Each student should complete
an addendum to this agreement (Exhibit 1). The addendum specifies when the student will be
working and attending school. The supervisor should assist the student in designing the work
periods to meet the projected needs of the organization and the work experience requirements
listed below. This agreement should then be approved by the student's academic advisor and the
supervisor, and sent to the Human Resources Management Branch to be placed in the student's
Official Personnel Folder.
SCHEDULING OF WORK EXPERIENCES
The Student Career Experience Program Coordinator should work out schedules with
educational institutions to assure the student will have the required minimum study-related work
hours necessary for noncompetitive conversion into the competitive service. For baccalaureate
and associate degree students, 1,040 work hours (26 weeks), and for all others, 640 work hours
(16 weeks). The work experiences must provide sufficient opportunities for students to gain in-
depth experience in the area related to their academic program or career goals. Academic credit
for work experiences is awarded based upon each qualifying educational institution's policy. In
addition, the following policies apply:
1. Work may be scheduled on a full-time or part-time basis, or with a combination
of both, depending on the school's and agency's agreement. Students under
part-time tours of duty may work a minimum of 16 hours per week, and the
maximum of 32 hours per week.
2. Work may be scheduled to alternate with periods of study, or to be
concurrent/parallel with periods of study.
a. Alternating periods of study and employment means alternating
academic terms of classroom study and periods of supervised
employment. Two work periods may be worked back-to-back;
for example, spring term followed by summer term.
b. Parallel periods of study and employment means concurrent
periods of classroom study and supervised employment, carrying
at least a half-time academic courseload and working a minimum
of about 16 hours per weeks, based upon the school's and
Agency's agreement.
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3. On alternating schedules, at least two work experiences must be provided
for baccalaureate and associate degree students and at least one work
experience for all other participating students.
. 4. In situations where students only work two work periods, summer may be
used for one work experience, but MAY NOT be used for both. Exceptions
to this policy may be made (1) if the Agency experiences a shortage in
qualified candidates or (2) when the work to be performed cannot be
scheduled during any other time. These situations should be discussed with
the Program Coordinator.
A summer work experience should be of a duration consistent with the school's academic
calendar, but not less than the equivalent of a quarter term. Although this is an option, we see it
as an_exception to be used when the work to be performed cannot be scheduled during any other
time. The intent of the Summer Career Experience Program is that there be a period of work
during the time a student normally would attend school, as the program is not intended to be a
summer program. Thus, judgment should be exercised, and each case assessed on its own terms,
as to whether an exception to the norm — in terms of the second summer counting — is warranted.
TRAINING PLANS
It is important to discuss your objectives with the student early in the work period. The
student's involvement in determining the objectives can benefit both the student and the EPA.
Previous or planned course work could be augmented with a work experience in a similar area to
provide application of academic knowledge. Conversely, the Agency could benefit with the
greater understanding of previous course work for the working student. Since our objective of
this program is to provide us with entry-level employees with a general understanding of the EPA
mission and goals as they relate to the studied profession, dialogue with the student in planning
work experience is imperative.
This dialogue should lead to a written training plan for the upcoming work period.
Example is attached (Exhibit 2). A copy of the work plan will be filed in the student's Official
Personnel File to assist the next period's work supervisor in planning the work projects.
The training period for new employees is one of the most important times in then- career,
both to the individual and to the EPA. This is the time when key work habits are formed; when
service concept is shaped; when individuals assess the EPA as a place to work; and when the EPA
assesses the potential of each individual.
Training can be divided into two general categories:
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1. Overall Development of the Individual. This part takes into account the total plan over
a period of time (from 1 to 5 years, depending on where the person enters the program). Tasks
involved include:
a. Developing and updating the individual's training plans;
b. Making specific assignments;
c. Monitoring and recording progress;
d. Evaluating performance;
e. Recommending personnel actions;
f. Providing general professional guidance; and
g. Providing orientation to the EPA organization.
2. Specific Assignments. Almost all of the actual work being performed by trainees will
be project work. Other specific assignments include formal training courses, meetings and
workshops, field trips, and assignments to other functional groups. Tasks involved include:
a. Supervising the trainee during the time period assigned and in the
specific duties being performed;
b. Providing feedback on the individual's progress and performance, and
c. Recommending assignments for the individual.
This part of the training will be the responsibility of the person to whom the trainee is
assigned for the specific assignment. This is the person with the greatest skill and knowledge of
specific tasks, available project work or other opportunities, and who is available to provide the
necessary daily guidance to the trainee.
Supervisors should work with students to develop a comprehensive plan which includes
(1) on-the-job training and (2) formal training. Both types of training should be included in an
Individual Development Plan (TOP) which is developed in consultation with the student. This
plan should be completed as soon as possible after the student begins his/her initial work
experience.
PERFORMANCE STANDARDS/PERFORMANCE APPRAISAL
The work supervisor is responsible for establishing Performance Elements and Standards
for each trainee each work period.
There are no special requirements for student trainees. The same guidelines that apply to
permanent employees also apply to student trainees.
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At the end of each work period, the supervisor appraises the trainee's performance against
the performance standards; discusses the performance with the employees; and documents the
appraisal on appropriate forms.
The appraisal is useful only to the extent that it is timely and that it is communicated to the
employee in person. It is not acceptable to rate the trainee after he/she returns to school.
At the end of each work experience quarter/semester, the student should complete the
Student Career Experience Program Evaluation. (Exhibits)
The periods worked by the student are considered as screening periods. Therefore, as part
of the overall performance evaluation, the supervisor completes the Supervisory Evaluation of
Student Performance at the end of each work period (Exhibit 4). The supervisor also completes
Recommendations for Future Employment (Exhibit 5) as part of the performance evaluation,
recommending one of the following:
1. Placing the student trainee on Leave Without Pay and recommending promotion if
student is eligible;
2. Placing the student trainee on Leave Without Pay and not recommending promotion,
specifying reason(s);
3. Terminating the student trainee, specifying reasons and providing documentation; or
4. Placing the student trainee on Leave Without Pay and converting to career-conditional
appointment (target position) after graduation.
WORK
SCHEDULES
lAININtf PERFORMANCJ
;PCAJS1S STANDARDS'!,
APPRAISALS
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STANDARD POSITION DESCRIPTIONS
The following are three standard position descriptions. Each one for a Student Trainee
(specific discipline), GS- 99-3/4/5. These prototype position descriptions can be used and
customized for your organization and for specific academic disciplines.
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STUDENT TRAINEE (
GS- 99-3
I INTRODUCTION
The incumbent serves as a student trainee who is assigned to the
Section,
Branch,
Division.
DUTIES AND RESPONSIBILITIES
The nature of the assignments of student trainees is a cooperative one of training to meet
needs of the Division and training to develop the incumbent in a career in the environmental
protection field. Assignments may vary widely, but will be directed both toward the incumbent's
area of expertise and to the needs of the Division. Where possible or desirable, assignments will
be rotated for exposure of the incumbent to the multi-discipline activities of the Division.
Typical assignments may include one or combinations of the following:
1. Participates in routine chemical test and analyses of air, water, wastewater, and
sediment samples, as well as biological specimens, for a number of parameters. Duties include:
performing routine chemical analyses; preparing chemical reagents; preparing environmental
samples by extraction so that they are suitable for further analysis; preparing media; sterilizing
glassware; setting up, adjusting, calibrating and operating instruments; and performing special
tests. The incumbent is expected to keep accurate records and, under supervision, evaluates
results and prepares reports.
2. Assists biologists in laboratory and field activities — obtaining aquatic specimens,
identification, bioassay (fish and algae), preparation of study results.
3. Participates in studies of municipal and industrial wastes, and their pollutional effect on
ambient air, streams, lakes, impoundments, estuaries and coastal waters. Duties include:
observation and evaluation of unusual characteristics of air or water at sampling stations;
collection, preservation, and transportation of samples to the laboratory; maintenance of sampling
and field equipment, and minor maintenance of vehicles for transportation, measurement of
streamflow and movement of water through use of dyes or other tracers; maintenance of field
records; tabulation of data and routine calculations to prepare data for analysis and interpretation;
and participation in preparation of reports.
4. Participates in ambient air monitoring activities; mobile source investigations and
special field studies. Duties include assisting with the calibration and maintenance of air sampling
equipment; tabulating field and laboratory data; participating in field surveillance activities, and
assisting with report preparations.
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5. Performs other duties as assigned.
HI. SUPERVISION RECEIVED
Incumbent is under the supervision of a professional employee. Assignments are given
with specific instructions on a task-by-task basis. Generally, most tasks are performed under
close supervision, but some repetitive or routine tasks may be performed under general
supervision with occasional spot-checks for conformance to instructions. Completed work is
reviewed for accuracy, quality, and conformance to instructions.
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STUDENT TRAINEE (
GS- 99-4
I. . INTRODUCTION
The incumbent serves as a student trainee who is assigned to the
Section,
Branch,
II. DUTIES AND RESPONSIBILITIES
Division.
The nature of the assignments of student trainees is a cooperative one of training to meet
needs of the Division and training to develop the incumbent in a career in the environmental
protection field. Assignments may vary widely, but will be directed both toward the incumbent's
area of expertise and to the needs of the Division. Where possible or desirable, assignments will
be rotated for exposure of the incumbent to the multi-discipline activities of the Division.
Typical assignments may include one or combinations of the following:
1. Participates in routine chemical test and analyses of air, water, wastewater, and
sediment samples, as well as biological specimens, for a number of parameters. Duties include:
performing routine chemical analyses; preparing chemical reagents; preparing environmental
samples by extraction so that they are suitable for further analysis; preparing media; sterilizing
glassware; setting up, adjusting, calibrating and operating instruments; and performing special
tests. The incumbent is expected to keep accurate records and, under supervision, evaluates
results and prepares reports.
2. Assists biologists in laboratory and field activities — obtaining aquatic specimens,
identification, bioassay (fish and algae), preparation of study results.
3. Participates in studies of municipal and industrial wastes, and their pollutional effect on
ambient air, streams, lakes, impoundments, estuaries and coastal waters. Duties include:
observation and evaluation of unusual characteristics of air or water at sampling stations;
collection, preservation, and transportation of samples to the laboratory; maintenance of sampling
and field equipment, and minor maintenance of vehicles for transportation, measurement of
streamflow and movement of water through use of dyes or other tracers; maintenance of field
records; tabulation of data and routine calculations to prepare data for analysis and interpretation;
and participation in preparation of reports.
4. Participates in ambient air monitoring activities; mobile source investigations and
special field studies. Duties include assisting with the calibration and maintenance of air sampling
equipment; tabulating field and laboratory data; participating in field surveillance activities, and
assisting with report preparations.
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5. Performs other duties as assigned.
EL SUPERVISION RECEIVED
. General and specific assignment instructions will be provided by the Section Chief to
which currently assigned. All work is subject to review, but the incumbent is expected to perform
routine tasks without close supervision.
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STUDENT TRAINEE (
GS- 99-5
INTRODUCTION
The incumbent serves as a student trainee who is assigned to the
Section,
Branch,
Division.
The nature of the assignments of student trainees is a cooperative one of training to meet
needs_of the Division and training to develop the incumbent in a career in the environmental
protection field. Assignments may vary widely, but will be directed both toward the incumbent's
area of expertise and to the needs of the Division. Where possible or desirable, assignments will
be rotated for exposure of the incumbent to the multi-discipline activities of the Division.
Typical assignments may include one or combinations of the following:
1. Assists in the review and evaluation of Environmental Impact Statements and
Environmental Assessments prepared by other Federal agencies on major projects. This review
includes primary impacts (i.e., impacts on air quality and water quality) and secondary impacts
(i.e., land use changes, induced growth). Pursuant to this review, identifies and analyzes
environmental, social, and economic issues and/or concerns to be addressed by the action agency.
Appropriate mitigation measures and conditions are suggested to lessen the identified impacts.
2. Attends meetings (e.g., technical scoping meetings, public hearings, etc.). To provide
agency input for the preparation of environmental documents. Makes on-site inspection of
selected projects where an EIS is anticipated to analyze firsthand the project's potential impact on
the natural environment and to evaluate alternatives and potential mitigative measures.
3. Assists in the preparation of Environmental Impact Statements, Findings of No
Significant Impact, or other NEPA related documents. This may entail:
a. Involvement with projects at different stages of completion (plan of study,
development of data, evaluation of alternatives, etc.) having varied scope and
magnitude.
b. Assisting in directing one or more professional consulting firms who develop data and
information.
c. Developing directives of work, outlining the nature and scope of a proposed Federal
action, identifying primary and secondary environmental, economic, social, and energy
issues to be addressed, and establishing a time frame for accomplishment.
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d. Reviewing and assisting in negotiating plans of study with consultants.
4. Reviews proposals for dredge and full projects and facilities to be constructed,
participates in on-site investigations of estuaries and freshwater environments for the purpose of
determining the effect of proposed construction activities on water quality and biological
resources, reviews impacts of unauthorized dredge and fill activities, and assists in reviews of the
latest regulations, policy documents, case law grant proposals, and technical data pertinent to
dredge and fill activities.
5. Assists in conducting OMB/A106 reviews for water abatement proposals and makes
contact with the various facilities to confirm abatement status possible.
6. Assists in site visitations to discuss facility environmental abatement plans for multi-
media actions.
7. Assists in the review and update of multi-media compliance profiles, including
confirmation of status through facility contacts.
8. Assists in drafting minor and major NPDES permits for reissuance.
9. Assists in processing environmental data by manual or automatic data processing
techniques and assists in data storage or retrieval operations.
The significance and comprehensiveness of assignments will depend on the time in the
training program, incumbent's previous experience, and educational level.
1. Knowledge Required by the Position
Knowledge of environmental engineering, environmental sciences or life sciences to perform a
limited range of trainee duties involving specific programs and/or activities.
Skill in evaluating applicable engineering or scientific methods and techniques to determine
program effectiveness.
On a limited basis, ability to deal with federal, state and local officials, citizens groups,
representatives of the regulated community and the public-at-large in interpreting relative program
requirements.
2. Supervisory Controls
Incumbent receives supervision from the Section Chief, who outlines assignments and objectives
and provides specific instructions. Completed work is reviewed for acceptability of results,
compliance with instructions, and grasp of procedures and techniques. Incumbent is generally
expected to independently accomplish assigned tasks, but opportunity exists for periodic
discussion with supervisor or other professionals to answer questions on procedures used when
unfamiliar or unusual techniques or procedures are involved. Supervisor makes assignments with
detailed specific instructions for the application of laws and regulations and the methodology to
be used. Work is closely reviewed during progress and upon completion.
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3. Guidelines
In addition to a wide range of technical material (e. g., manuals, textbooks and technical
literature, manufacturers' catalogs and publications), guidelines include public laws and agency
regulations and policy statements, which are frequently quite broad and general in nature. The
employee very closely follows the applicable guidelines, and refers to the supervisor or higher
level specialist when guidelines for situations are not explicit.
4. Complexity
Assignments involve trainee duties consisting of a variety of technical features of larger projects
assisting higher level specialists with a range of techniques, processes, guidelines and procedures
which conform to specific regulations and Agency programs and requirements.
5. Scope and Effect
The purpose of the work is to develop hi the incumbent the practical application of the basic
principle of environmental science, environmental engineering, or life sciences. The incumbent's
assignments relieve higher level specialists of routine assignments and therefore allows them to
concentrate on more complex duties. This increases the productivity of the organization.
6. Personal Contacts
Personal contacts are with federal, state and local officials, a variety of specialists, attorneys,
engineers and scientists, and the public-at-large regarding specified program and/or activities.
7. Purpose of Contacts
Contacts are made to primarily exchange routine information, plan, coordinate, develop and
implement specified programs and/or activities.
8. Physical Demands
Work is sedentary and average dexterity is required.
9. Work Environment
Work is usually performed in an office setting.
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Name:
EXHIBITl
ADDENDUM TO WORKING AGREEMENT
BETWEEN
and the
U. S. ENVIRONMENTAL PROTECTION AGENCY
Major:
1. How many college quarters/semesters will you have completed by the end of the present
quarter/semester?
semesters • quarters
2. How many college quarters/semesters remaining before graduation?
semesters
quarters
3. Indicate on the chart below your preferred future work and study periods and your anticipated
graduation date.
W - Work Period S -- Study Period G - Graduation
QUARTER/SEMESTER SCHEDULE
Academic Year
Fall
Winter
Spring
Summer
duation date:
5. CONDITIONS GOVERNING CONVERSION: NON-COMPETITIVE APPOINTMENT
A student trainee is eligible for appointment to a career-conditional or career appointment
when requirements are met. The employing Agency will make every effort to place the student in
a career-conditional or career position upon completion of the Program, although there is no
absolute obligation to do so.
COMPENSATION AND BENEFITS
HEALTH BENEFITS
Yes() No()
Signature
Signature
Signature
LIFE INSURANCE
Yes() No()
Date
RETIREMENT
Yes() No()
Student
Date
Supervisor
Date
Program Coordinator
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EXHIBITS
STUDENT CAREER EXPERIENCE PROGRAM EVALUATION FORM
Student: Major
Organization:
Work Period: From
To
INSTRUCTIONS: A primary objective of the Student Career Experience Program is to provide
students with meaningful work assignments in preparation for a professional career field. Please
consider this objective and evaluate your work experience below. This completed form should be
returned to the Student Career Experience Program Coordinator in the Human Resources
Management Branch prior to the last day of your present work period. A copy should also be
provided to your immediate work supervisor.
1. Please check the column that most closely represents the quality of the listed items:
l=Excellent
2=Good
3-Averaee
4=Satisfactorv
5=Marsinal
Orientation to Activity & Position
Quality of Work Assignments
Quantity of Work Assignments
Communication with Supervisor
Acceptance by Co-Workers
Educational Value
Career Preparation
Overall Rating
()
()
0
()
()
()
()
()
()
()
0
()
()
()
()
()
()
()
()
()
()
()
0
()
2. Please attach a brief description of your Student Career Experience Program work assignment.
Indicate whether your training plan was useful in providing you with a meaningful work
assignment for this work period. Also, please list comments and suggestions for improving the
value of our work experience.
3. Would you recommend this type of program to other students? Yes ( ) No ( )
4. Did this experience and the orientation provide you with an understanding of the EPA and
specifically of your discipline? Yes () No ()
Please review this evaluation with your work supervisor; then sign and date.
Signature:
Date:
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SUPERVISORY EVALUATION OF STUDENT PERFORMANCE
STUDENT CAREER EXPERIENCE PROGRAM
ENVIRONMENTAL PROTECTION AGENCY - Region 4
Instructions: The immediate supervisor should evaluate the student objectively. Compare with other students of
comparable academic level, and with other personnel assigned to similar assignments. This report should be discussed
with the student in a constructive manner. Please complete the form, sign & date and have the student sign and date the
form, and send the original report to the Region 4 Student Career Experience Program Coordinator. The student should
be provided with a signed copy.
QUALITY OF WORK
^Excellent
__Above Average
^Average
Marginal
Unsatisfactory
DEPENDABILITY
Completely dependable
__Above average in dependability
Usually dependable
Sometimes neglectful or careless
Unreliable
RELATIONSHIPS WITH OTHERS
__Exceptionally well accepted
__Works well with others
__Gets along satisfactorily
__Has difficulty working with others
__Works very poorly with others
JUDGMENT
^Exceptionally mature
___Above average in making decisions
Usually makes the right decisions
__Often uses poor judgment
Consistently uses bad judgment
ATTITUDE-APPLICATION TO WORK
Outstanding in enthusiasm
Very interested and industrious
__Average in diligence and interest
Somewhat indifferent
Definitely not interested
ABILITY TO LEARN
Learns very quickly
Learns readily
__Average in learning
__Rather slow to learn
Very slow to learn
ATTENDANCE _Good _Fair _Poor PUNCTUALITY _Good _Fair _Poor
OVERALL PERFORMANCE:
(circle one) EXCELLENT ABOVE AVERAGE AVERAGE MARGINAL UNSATISFACTORY
BRIEF SYNOPSIS OF STUDENT'S PERFORMANCE:
Do you recommend returning the student for another work period? _Yes _No
If yes, when will the student be returning? (month & year)
(Signed)_
(Signed),
Date
(Student)
Date
(Supervisor)
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EXHIBITS
RECOMMENDATION FOR FUTURE EMPLOYMENT
FOR ALL BUT THE FINAL ASSIGNMENT:
Do you recommend this student for additional Student Career Experience Program assignments?
YesQ No() .
If no, give reasons:
If yes, do you recommend that this student be promoted when eligible?
Yes() No()
FOR THE FINAL ASSIGNMENT:
Do you recommend that this student become a permanent employee?
Yes() No()
If no, give reasons:
This report has been discussed with the student trainee: Yes () No ( )
Supervisor's Signature: Date: _
Student's Signature: Date:
(NOTE: Student's signature on this form indicates awareness of, but not necessarily agreement
with, the evaluation.)
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ORIENTATION CHECKLIST
STUDENT CAREER EXPERIENCE PROGRAM
INSTRUCTIONS: The Human Resources Office will complete Part I; Supervisor will complete Part II; and employee
will complete Part ffl and return to the Student Career Experience Program Coordinator within 10 days.
CHECK IF
NEEDED
TOPIC OF DISCUSSION
DATE COMPLETED
OR COMMENT
1. Orientation Folder (handout)
2. Organization of Agency
3. New Employee Information
—Initial appointment, conversion
- —Pay (pay periods, pay days, deductions,
holiday pay, overtime, compensatory time)
-Leave (accrual, approval, problems, types)
—Awards (incentive awards, quality increases)
—Training/Training Plan
—Performance Evaluation
-Promotions
-Grievances (informal/formal)
—No Smoking Policy
—Union Membership
-PC Daily News
—Fitness Center
-Employee Assistance Center
-Health Clinic
-Child Care Center
4. Benefits
—Life, health, and accident insurance
—Retirement, Social Security
—Savings Bond
-Compensation for Injury/Continuation of Pay
—Designation of Beneficiary
5. Obligations
—Conduct
—Political activities
-Outside activities
—Financial obligations
—Property accountability
—Equal Employment Opportunity
-Health and Safety (Safety Manual)
-Occupant Emergency (OEP Manual)
Completed by:
Date:
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CHECK IF
NEEDED
TOPIC OF DISCUSSION
DATE COMPLETED
OR COMMENT
Organizational Orientation
—Introduction to co-workers
—Organizations and functions
—Goals/mission of section/branch/division
—How employee's position relates to
total organization
—Duties and performance requirements
—Lines of authority
-Safety and reporting of accidents
—No Smoking Policy
General
—Parking
—Coffee breaks; lunch; and restrooms
—Employee organizations
—Use of duplicating equipment
—Credit Unions
-Files-location; typing-who does it
—Ordering supplies
—Timekeeper requirements
—Travel (authorizations, vouchers,
restrictions)
—How to use the telephone (restrictions)
—Internal/external mail system (restrictions)
—Use of Government vehicle and other
Government property
—Change of address (check, savings
bonds, allotment for savings)
-EPA Identification Card
-Computer access, password, cc:mail
Completed by:
Date:
Employee Certification
I have received all the orientation covered by this checklist.
Signature: Date:
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