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C/RP
SUPPi
PROGRAM
OSWER Directive
9285.9-02
THE MENTOR-PROTEGE PARTNERSHIP:
THE MENTOR'S GUIDE
Office of Solid Waste and Emergency Response
U.S. Environmental Protection Agency
Washington, D.C.
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\
a
Regtonal Center for Envtrumwutal InfojuiaUua
US EPA Region m
16SOArehSt
Phfladdphia, PA 19103
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P
PROGRAM
THE MENTOR-PROTEGE PARTNERSHIP:
THE MENTOR'S GUIDE
TABLE OF CONTENTS . PAGE
!. WHAT !S MENTORING? .. , i 1
II. WHAT ARE THE OBJECTIVES OF MENTORING? 2
III. WHO'S INVOLVED IN MENTORING? . 2
A. What are OSWER's Responsibilities? - 2
B. What are the Regional Division Director's Responsibilities? 3
C. What are the First-Line Supervisor's Responsibilities? 3
D. What are the Mentor's Responsibilities? 4
E. What are the Protege's Responsibilities? 5
IV. HOW DO I MENTOR MY PROTEGE? 5
A. What Activities Should My Protege Undertake? 6
B. How Do I Coach My Protege 7
C. How Do I Demonstrate Supportive Communication? 7
D. What If A Conflict Arises? 8
E. What Results Are Anticipated From The Mentoring Assignment? 9
V. WHAT ARE THE BENEFITS OF SERVING AS A MENTOR? 9
VI. WHATSTHE BOTTOM LINE? 10
Appendix A: Checklist of Activities for OSCs
Appendix B: Checklist of Activities for RPMs
Appendix C: Bibliography
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II. WHAT ARE THE OBJECTIVES OF MENTORING?
The major objectives of mentoring are to:
Bring newly-hired OSCs and RPMs "up-to-speed" more
quickly by providing them with hands-on guidance and
instruction during the first three months of their
employment with the Superfund program
Foster and recognize career growth and potential
leadership development of the mentor
Protect each Region's investment in the recruitment and
selection of newly-hired OSCs and RPMs by providing
them support and encouraging them to grow with the
Superfund program
Encourage teamwork and shared goals.
Accomplishing these objectives will help ensure consistently excellent
quality in implementation of CERCLA.
HI! WHO'S INVOLVED IN MENTORING?
This section highlights the responsibilities of those parties
involved in implementing, overseeing and actively participating in
mentoring, i.e.: OSWER in Headquarters, Regional Division Directors,
First-line Supervisors, Mentors and Proteges. The chart on the
following page summarizes the roles of each of the parties discussed
below.
A What are OSWER's Responsibilities?
The Office of Solid Waste and Emergency Response (OSWER),
through the OSC/RPM Support Program Coordinator, is requiring
mentoring by:
Developing and disseminating the mentoring guidelines
Advising OSWER management on the implementation of
mentoring as described in this Guide
Providing oversight for the tracking of mentor-protege
assignments
\
Receiving and evaluating feedback on mentoring's
implementation and accomplishments, and adjusting the
guidelines as appropriate
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SUMMARY OF OSC/RPM 'CRT PROGRAM
MENTORING PLAN PARTICIPANTS' ROLES
PLAYERS
ROLES
MENTOR
PROTEGE-
PROTEGES
FIRST-LINE SUPERVISOR
OSC/RPM SUPPORT
PROGRAM COORDINATOR
ESTABLISHMENT
OF MENTOR-PROTEGE'
PAIR
Selects appropriate mentor
for protege'*
In pases of conflict or mispairing,
assigns new mentor-protege' pairs
Maintains frequent communication
throughout assignment
Reprioritizes mentor's workload*
Maintains files of mentor-protege*
assignments
TRAINING
Identifies and provides on-the-
Job guidance and instruction
Helps protege' identify training
opportunities (example: site visits)
Provides feedback to supervisor
and protege' on protege's
performance
Identifies needs for
guidance, training and
development based
on own background
Identifies and approves training and
development opportunities as
needed
Maintains awareness of trends in
order to assess development needs
Provides/establishes office
administrative/technical procedures
for whole staff
Provides guides on how to
mentor for supervisors and mentors
Provides guide for protege on what to
expect and what is expected
EVALUATION OF
PERFORMANCE
Makes suggestions for
Improvement and helps protege'
set goals
Discusses protege's progress with
supervisor weekly
Verifies completion of mentoring
program In writing
Performs formal performance
appraisals of both mentor* and
protege'
Incorporates mentoring roles Into
mentor's performance appraisals*
Signs verification of successful
completion of mentoring program
for both mentor and protege'
Maintains records of completion of
mentoring assignments
Provides formal certificates for
mentors who have successfully
completed a mentoring
assignment
Confirms satisfaction of one of
STEP'S criteria
COACHING
Serves as protege's formal coach
Acts, with supervisor, as protege's
advisor
Coordinates with mentor
Demonstrates willingness
to learn
Promotes teamwork and mutual
support
Oversees mentor and protege'
ESTABLISHMENT OF
GOALS AND
EXPECTATIONS
Discusses with supervisor and
protege the checklist of activities
to be accomplished and anticipated
results of the pairing
Works with mentor to
accomplish goals
Develops explicit set of expectations
for mentor and protege*
Periodically reviews protege's
progress In accomplishing outlined
activities
Sets Support Program goals and
expectations
RESOLUTION OF
CONFLICTS
Helps protege handle minor on-the
job conflicts which may arise
Discusses "pairing" conflicts with
first-line supervisor and/or protege'
if they occur
Recognizes when
assistance is needed
and requests help
Discusses conflicts with
first-line supervior and/or
mentor if they occur
Resolves major on-the-job conflicts
Intervenes If problems arise In a
mentor-protege' pair; finds solution
If necessary, establishes a new
mentor-protege* pair; completes
revised form and sends to Support
Program Coordinator
Updates record to show
establishment of new
mentor-protege* pair
*ln conjunction with other first-line supervisor if no mentor in own work unit Is available
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In addition, a Mentoring Coordinator has been designated the contact
person for most questions regarding mentoring. The Mentoring
Coordinator will track the assignment and progress of mentor-protege
pairings.
R What are the Regional Division Director's Responsibilities?
Division Directors in the Regions may support mentoring by:
Initiating the implementation of mentoring, with
assistance provided by this Guide and OSWER
Developing any supplemental Region-specific guidelines as
he/she sees fit
Planning for and requesting resources needed to continue
mentoring in the Regions on a routine basis
Monitoring the activities and accomplishments of
mentoring and reporting them to OSWER
Evaluating the implementation of mentoring through
performance standards and evaluations.
The Division Directors oversee mentoring's implementation through
various line managers. These managers assist and support first-line
supervisors in their efforts to accomplish the objectives of mentoring.
C What are the First-Line Supervisor's Responsibilities?
First-line supervisors have a pivotal role in implementing
mentoring. Their responsibilities include:
Identifying mentors and proteges
Preparing mentors and proteges for the assignment and
facilitating their involvement consistent with their regular
OSC/RPM duties
Assigning proteges to mentors
' , Developing an explicit set of goals and expectations for the
mentor and the protege
Communicating frequently (at least weekly) with, and
providing constructive feedback to, the mentor and
protege in order to oversee the assignment
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Resolving identified problems quickly
Working with the mentor to establish priorities within the
mentor's existing workload
Documenting the mentor's and protege's performance for
inclusion in their respective performance appraisals, or to
discuss with the mentor's first-line supervisor if that is not
the same person as the protege's first-line supervisor
Discussing with the mentor the training and development
programs, conferences, etc. that are available and enlisting
the mentor's support in encouraging the importance of
continuing professional development for the protege. It is
up to the protege's first-line supervisor, however, to
require the protege to attend mandatory courses, e.g.,
OSC/RPM Basic Training Academy, (including health and
safety).
Assuring that the protege "shadows" the mentor so the
protege can learn by both observation and participation.
Examples of "shadowing" activities include attendance at
public meetings, onsite work, negotiation sessions,
depositions, etc.
Applying any other program criteria that are specific to
Regional implementation of mentoring
Resolving problems that may arise between mentors and
proteges (e.g., initiating reassignments)
Providing rewards for the mentor's performance, as
appropriate.
The first-line supervisor will report, through channels, the
accomplishments of each mentor-protege pairing.
D. What are the Mentor's Responsibilities?
As a mentor, you are needed to act as a coach who supports,
guides and encourages your protege. Your specific responsibilities
include:
Working regularly with the protege and supervisor to
achieve the objectives of the mentoring assignment
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Applying effective coaching techniques when working with
the protege, including daily "shadowing"
Giving and receiving constructive feedback
Bringing any pairing problems to the attention of the first-
line supervisor
Clarifying with the first-line supervisor and protege the
anticipated results of the assignment.
You should report your assignment's progress to the first-line
supervisor on a frequent (at least weekly) basis.
E. What are the Protege's Responsibilities?
Proteges, in order to attain maximum benefit from mentoring,
must, at a minimum:
* Participate in mentoring as directed by their first-line
supervisor
Apply themselves fully to mentoring as a mandatory
training and development requirement
Cooperate with the mentor to maximize the developmental
experience available in this process
Bring to the first-line supervisor's attention any problems
that occur with the pairing
Bring to your attention any program-required activities
that do not appear to be getting .accomplished during the
assignment.
The protege should work with you to attempt to resolve any
disagreements as to conduct of the mentoring assignment.
IV. HOW DO I MENTOR MY PROTEGE?
You and your protege will work closely together during the
three-month.mentoring assignment. At least initially, you will want to
communicate frequently with your protege (i.e., on a daily basis). In
addition, your protege should observe ("shadow") you whenever you
attend public meetings, visit sites, attend negotiation sessions, and
perform any other job-related experiences that may enhance your
protege's knowledge and skills.
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When a mentor-protege pairing is established, it usually results
in a mutually beneficial relationship that transcends the formal
assignment period. Interactions may become less frequent as your
protege performs his or her duties independently of your tutelage.
However, you will probably remain a valuable source of guidance,
instruction, and support for your protege.
To help develop a successful mentoring relationship with your
protege, you should:
Provide a list of activities (see below) to be undertaken by
the protege and include anecdotal examples of your own
experiences when you were a newly-hired Superfund
employee
Apply effective coaching techniques (see "B. How Do I
Coach My Protege?", page 7)
Encourage protege to interact with other members of the
staff to develop a broad perspective
Be aware of potential conflicts
Give and receive constructive feedback
Clarify with the protege the anticipated results of the
mentoring assignment.
Each of these suggestions is discussed in detail below.
A. What Activities Should Mv Protege Undertake?
A "Checklist of Activities and General Guidelines" (see Appendix
A for OSCs and Appendix B for RPMs) has been developed for use by
both you and your protege. The checklist sets out activities that your
protege should undertake, some of which are mandatory. When using
this checklist, you will want to:
Encourage your protege to accomplish all of the mandatory
activities (indicated on the checklist of activities with an
asterisk) he/she is required to accomplish
Encourage your protege to actively participate in as many
of the remaining activities as possible
Provide "hands-on" instruction to your protege for these
activities whenever possible
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Include activities that are beneficial to your protege's
growth and development, even if those activities are not
included on the checklist; note these additional activities
that your protege undertakes on the checklist
Provide the date that the protege was exposed to and/or
accomplished an activity
Discuss the protege's progress in completing the tasks
with the first-line supervisor.
Both you and your protege are responsible for noting the dates
activities were .undertaken on your respective checklists. Because
mentoring can be used to satisfy one of the Structured Training and
Evaluation Program (STEP) criteria, you will need to sign the checklist
at the conclusion of the assignment, certifying that the protege
actually undertook the required activities.
B How Do I Coach Mv Protege?
Effective coaching of the protege will be enhanced by free and
open exchanges of ideas and an atmosphere that both you and your
protege perceive as a growth environment. Characteristics of
effective coaching include:
Demonstrating mutual respect for each other's integrity .
and capabilities
Developing an honest, non-critical interest in your
protege's attempts at accomplishing tasks
Fostering open and candid two-way communication by
listening, offering support, and respecting one another's
individuality.
As a coach, your communications with your protege should be
supportive rather than judgmental. For example, if your protege needs
to be told that a task was done incorrectly, do so in a positive, non-
threatening way. The following section contains examples of
supportive communication.
C How Do I Demonstrate Supportive Communication?
When involved in discussions, it is easy to fall into the trap of
being more concerned about what you want to communicate next
rather than really listening to what the other person is saying. The
feedback process works best under conditions of mutual trust and in a
situation of joint exploration for improvement and learning.
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Your skills in giving and receiving feedback play an important role in
the mentoring assignment's success.'
Constructive feedback, either positive (expressing a favorable
reaction to a specific action) or negative (expressing an opposing view
toward a specific action), is given with the intention of providing
help. It should clearly describe one's perception of an individual
action. Criteria for giving constructive feedback include:
Be descriptive rather than evaluative, thereby reducing the
need for your protege to respond defensively.
Be specific rather than general. Avoid vague descriptions
of an action or situation.
Be sure the feedback is directed towards behavior that can
be changed or modified rather than behavior that results
from personal style.
Be considerate of the receiver of the feedback; feedback
can be destructive when it serves only the sender's needs
and fails to consider the needs of the receiver.
To ensure' that the protege has clearly understood you, you may want .
to ask for his or her interpretation of what you have said. You cannot
always assume there has been a mutual understanding of your
communications.
It is equally important to know how to receive feedback
constructively. Criteria for constructively receiving feedback include:
Solicit feedback from your protege frequently
Listen actively when receiving the feedback
Rephrase the feedback you received to ensure a clear
understanding of what you have heard
Clarify facts if necessary.
Avoid trying to include an interpretation or your speculation as to why
someone has behaved in a certain way. Limit yourself to what you have
observed and your reaction to it (positive or negative).
D. What If A Conflict Arises?
The mentor and protege will be working closely together during
the three-month assignment. For this reason, it is crucial that both
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parties maintain open and frequent communication. If a problem
should arise between the mentor and protege, it should be resolved
quickly. If the mentor and protege cannot agree on a resolution, the
first-line supervisor should be informed of the problem. If the pair .
are unable to work together, the first-line supervisor will attempt to
resolve the conflict if at all possible or will assign a different mentor
to the protege. Promptly notifying the first-line supervisor of a
conflict will help prevent unwanted delays in the assignment's
progression. .
E. What Results Are Anticipated From the Mentoring
Assignment?
You, your mentor, and your first-line supervisor will discuss at
the outset the results that are expected to have occurred at the .
conclusion of the mentoring assignment. Anticipated results may be
based on Regional expectations, level of experience of your protege, or
other measures. If you do not have a clear understanding of your first-
line supervisor's expectations, communicate this right away. You need
to know what is expected to have been accomplished at the conclusion
of the assignment so you can coach your protege accordingly.
V. WHAT ARE THE BENEFITS OF SERVING AS A MENTOR?
The OSCs and RPMs who participate in mentoring will be
voluntarily adding their mentoring assignment to a caseload that may
already be over-burdened. Although the ultimate reward to the
Superfund Program, your Region, and you will be a well-trained
addition to the Superfund workforce, your individual efforts will also
receive recognition. By serving as a mentor, you will make a valuable
contribution to the Superfund Program's success within your Region.
The EPA-specific knowledges and skills you have gained through on-
the-job experience exceed those found in the classroom or in non-EPA
environments.
Benefits for undertaking mentoring assignments may include:
Potential for growth and development of your management
and leadership skills
Recognition that you are contributing to the development
of a qualified Superfund OSC or RPM (one who can more
readily substitute or take over for another OSC or RPM)
Satisfaction of serving as a. role model or teacher
>
Potential for establishing rewarding professional
associations
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Fostering teamwork
Recognition of your skills by management and peers.
You may receive additional benefits from your Region, including:
Incorporating your mentoring assignment into your
performance appraisal
Identifying tasks you are currently performing that may be
performed by your protege during the three-month
assignment
. Assigning you no additional administrative responsibilities
(e.g., special reports, work groups, etc.) during the
assignment if you do not wish to have those
responsibilities added to your workload during the
mentoring assignment
Giving you responsibility for one less site if this is feasible
Providing peer and supervisory recognition of your
participation in mentoring through mention in Regional
and Headquarters communications.
These are only suggested benefits. Your Region may have additional
innovative ideas, consistent with EPA and Regional personnel
recognition and reward policies.
In addition to these inducements, a certificate that proclaims
you to be a "Designated Mentor for the Superfund OSC/RPM
Mentoring Program" will be awarded after successful completion of
your first mentoring assignment.
VI. WHAT'S THE BOTTOM LINE?
This Guide is designed to provide you with guidance and
instruction as you undertake your mentoring assignment. If you have
ideas for encouraging your colleagues to participate in mentoring,
please discuss them with your first-line supervisor. By sharing your
knowledge and experiences as a mentor, you are making a valuable
contribution to the success of the Superfund program.
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APPENDIX A
CHECKLIST OF ACTIVITIES FOR OSCs
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CHECKLIST OF ACTIVITIES FOR ฉ8ฉ MENTORS
GENERAL GUIDELINES
These General Guidelines provide the mentor and protege
with a broad overview of the OSC/RPM Support Program's
mentoring process and instructions for using the accompanying
checklist of activities. Subjects covered include:
A brief summary of the OSC/RPM Support Program's
mentoring process :. ~i * ซ_ .
: The role of the mentor .;.^ - ^ >'- - H>
How to work with the protege f " .
t '
Instructions for using the checklist of activities.
In addition to reviewing these General" Guidelines, the mentor
should read "The Mentor-Protege Partnership: 'A Guide for
Mentors." Corresponding Guides have been developed for
first-line supervisors, "The Regional First-Line Supervisor's
Guide for Selecting, Assigning and Rewarding Mentors," and
for Proteges, "The Mentor Protege Partnership: The Protege's
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hired OSC who has been assigned to you as a protege. Your
efforts on behalf of your protege may help instill a.clearer
understanding of this important job and increase self-
confidence in your protege. At the same time, your efforts
will enable you to enhance your leadership skills while
contributing to the overall success of the Superfund Program.
II. THE ROLE OF A MENTOR.- ', '
In general, a mentor's role involves providing a guided
learning experience to the new employee (your protege). This
is best done through open, two-way communication with
proteges as you guide them through the trainingand:
orientation they need to rapidly bring them "up to speed" in
performing their responsibilities. A mentor becomes both
teacher and advisor to a protege in all of the protege's job-
related activities. A mentor will be assigned only one
protege at a time.
You are requested to serve actively as a mentor for
three months, commencing with the acceptance of this
assignment. During this time, you will guide your protege
through most of the activities listed on this checklist. You
may also identify additional activities that would be of
benefit to your protege. Mentoring efforts undertaken in
other agencies and the private sector have shown that mentors
willingly continue to act as advisors to their proteges after
the formal assignment period has ended. We hope that these
positive experiences will hold true for EPA's mentors and
proteges as well. :;":, < ,
You and the first-line supervisor will work closely with
the protege during the assignment. However, you will not be
given (nor should you undertake) any supervisory
responsibilities for a protege. Supervision remains the
responsibility of the first-line supervisor. Since serving
as a mentor will make demands on your time, it is important
that you work with your first-line supervisor to adjust your
workload to accommodate time spent with your protege. You
and the first-line supervisor should also determine the
frequency with which you will report on your protege' sy;/'-:'
progress. We suggest you meet at least once each weeKS H" ; ; 3;
During the first month of the assignment,'/you may decide to'
meet more frequently. At the conclusion of the assignment,
the first-line supervisor will ask the mentor and protege to
sign a form that verifies completion of the assignment.
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III. ; WORKING WITH YOUR PROTEGE.
Your protege will require support and encouragement from
you. Keeping this in mind* you, your protege,' and your^
first-line supervisor should develop together ;.a?realistictset
"of expectations and goals for the protege to' accomplish. As
you work with your protege, it is important that you relate
anecdotes and incidents from your own experience that helped >
you become a more effective Superfund:OSC;^?^fr 1;^ : ^ :''' '.'.; ::\
' ' " ' ...- .-~- '''-.~:--:--^'-
... . .. .. . ~--
,,x:. Initially, it is suggested that you spencl^a' .significant
portion of each work day with your protegie^lr^u^may^aveL :7;4,.
your protege accompany you as an observer at meetings,, listen:
to phone discussions, or observe other of, your vactiyitiesC
You should explain to the protege the significance : of each of
these activities and discuss his or her 'observations. There
may also be situations where you can provide anecdotes of
your own experiences as a newly-hired employee. At a
minimum, it may be useful to meet early each morning to
discuss the agenda for that day, and then, again at the close
of business to discuss the day's events.. The amount of
additional time you spend together should depends on the
specific activities that occur that day. After* perhaps four
weeks, or so, you may see fit to reduce the frequency of your
meetings and encourage your protege to undertake some tasks
independently, then report to you afterwards .As your
protege becomes increasingly self-sufficient,^you:;can5;adjust
the frequency of time spent together to meet .both your needs. .
However, during the three months, you and your protege should
at least touch base once each day.
IV. THE CHECKLIST OF ACTIVITIES.
The following checklist of activities for your protege
to accomplish has been devised as a guide for .you and your.
protege to use during the mentoring assignment.-/Although ,.;
completion of some of the activities .listed is.required, the
order in which the activities are accomplished:ls; not:" .,;
mandatory. (The first-line supervisor will provide ybur^
protege with a copy of this checklist "so:-he/she is awarer of :
the activities to be undertaken.) The checklist includesi^C
activities to which newly-hired OSCs should be"exposed during
the three-month formal assignment. Whenever possible, the .
protege should actively participate in these/activities. .
Also, try to identify other OSCs the protege may benefit, from
"shadowing" and arrange for them to spend some time with the
protege. Plan to provide "hands-on" instruction for most of
these activities. You may be able to add to this list as
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unanticipated situations arise. Always keep in mind what a
protege may be able to.gain from an experience.
To complete the checklist, provide the date that the OSC
was exposed to and/or accomplished an activity in the space
provided in the right-hand column, adjacent to the
recommended activity. If your protege is exposed to or
involved in activities other than those suggested on the
checklist, include a brief description of the activities, the
protege's extent of involvement, and the dates the activities
occurred. ^i
Do not view the checklist as a chrpnological framework
that must be followed rigidly during the instruction period.
The checklist is intended as an over-all Summary of the
topics, activities, and people your protege should grow
acquainted with during this three-month assignment. You may
proceed through the.items on the checklist according to any
sequence or time-frame you and the first-line supervisor deem
appropriate. , .
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I.
*.
*,
Checklist of Activities for OSC Mentors
GENERAL ORIENTATION
Introductions (e.g. to Branch and Division personnel,
Regional Counsel, to Enforcement staff, Community
Relations personnel, support staff, etc.)
Review Internal Office Policies and Procedures,
Including Travel Policy, etc., and Layout of Facility
Discuss Protege's Goals for Training and Development
Review and discuss CERCLA Orientation Manual
Discuss OSC Legal Authorities (CERCLA, NCP, etc.)
Provide Protege with Copies of Legal Authorities
Discuss How Authorities are Referenced
and Applied
Observe Regional Work Group Meeting
General Overview of Superfund Remedial Process
List of Superfund Acronyms (to be provided)
Discuss General Health, Safety, and Security Issues
On-Site Procedures
Liability
Sign up for Safety Course
(ERT or second half of Session A of
Basic Training Academy) ;
OSHA Regulations (29 CFR 1910)
Other -...-.. . ;.,. .-.=;*....- -
*.
*.
II. PROGRAMMING AND PLANNING SYSTEMS
*.
*.
*..
*.
ERNS
SPMS
CERCLIS
Removal Cost Management
System (RCMS)
OSWER Electronic Bulletin Board
Other
Introduced
bv Mentor
Date
Completed
Interfaced
by Protege
(if applicable)
* Refers to activities to which a protege must be exposed or accomplish during the three months.
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Checklist of Activities for QSC Mentors
HI. GUIDANCE DOCUMENTS
Document Provided
or Location Shown
*
4t
"Emergency Response Cleanup Services Contracts
(ERCS) Usefs Manual" W
"Superfund Federal-Lead Remedial Project Management
Handbook"
"Superfund State-Lead Remedial Project Management
Handbook" , I* 7
"Removal Cost Management Manual" X ?v C
"Interim Guidance for Compliance with ARARs"
"The Role of Expedited Response Actions Under SARA"
"Revised Procedures for Implementing Off-Site Response
Actions"
"Compendium of Superfund Field Operations Methods"
"Superfund Public Health Evaluation Manual" :
"User's Guide to the Contract Laboratory Program"
TAT Usefs Manual
Removal Guidance
Superfund Removal Procedures
Other *---<"-Vt;
IV. TRAINING COURSES
Date
Registered
Date(s)
Attended
*.
OSC/RPM Basic Training Academy
Session A
OSQRPMBasic Training Academy
SessionB
OSC/RPM Basic Training Academy
Session C :,< ;,v;.
AND/OR
Hazardous Materials Incident
Response Operations (Health and
Safety) (may be taken through Basic
Training Academy)
OSC/RPM Basic Skills Course
ARARs Workshop
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Checklist of-Activities for OSC Mentors
* Contract Administration Training
(part of Basic Training Academy)
Project Officer Certification Course
(part of Basic Training Academy)
Superfund Response Agreements
Seminar
Other
V. POTENTIALLY RESPONSIBLE PARTY (PRP) ACTIVITIES "*
Observed Participated
PRP Search
PRP Notification
PRP Negotiations
Criminal Investigation
VL REMOVAL OPERATION ACnvmES
Discovery/Notification Procedures
Receiving Notifications
Determine Need for Response
When to Convene the RRT
When to Call ERT
Preliminary Assessment
Other 104(b) Investigations
Obtain Site Access
Response Classification (e.g., classic,
time critical)
Use of $50,000 Authority (If applicable)
When/How To Acquire
Regional Approval
When/How To Acquire
4~- HQ Approval
Coordinating With:
USCG
State/Local Government
ATSDR
Other
Management of Cleanup Services
- Assigning Work to TAT
- AssigningWok to ERCS Contractors .
Observed-
Participated
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Checklist of Activities for OSr Mentors
Access Other Cleanup Services
Recordkeeping/Documentation for
Cost Recovery
Response Reporting
POLREPS
Special Report (____)
OSC Report
Qoseout Procedures
RCRA/Land Ban Decisions
* Scoping Job
* Directing Contractors
* Initiating/Directing TAT Special Project
* Documenting Performance (Award Fee)
* Other
VH. SPECIAL CIRCUMSTANCE ACTIVITIES ^; ^ -t
Observed Participated
Removal Operation in Floodplain/ . .
Wetlands _____ ; ' '
Removal Operation at Federal Facility .
Response on Native American Lands ______ '
Response Involving Radioactive Waste '
. Response Involving Evacuation/Temporary
Relocation ": '"" ' ---" ''
Vin. DOCUMENTATION REQUIREMENTS
Reviewed and or
:;; Helped Produce
:*'.. Site Access Agreement ^:f: ';
* Site Safety Plan H :
Memorandum of Understanding ,
with EPA and Other Agency
Written PRP Notification
ERCS Delivery Order
Accident Report
Entry/Exit Log
Cost .Documentation
Administrative Record
Pre-Removal Records
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Checklist of Activities for OSC Mentors
Action Memorandum .
Less than $2M/Year
More than $2M/Year
Administrative Record
X. A. SPTEYISITLOG . ;- - - ;^ ,
-:., -,-.-:- (Note: (#) site visits are required; trip report must be developed for
each, containing the protege's summary of observations and activities.)
Site Name/No.
Purpose
B. OVERVIEW OF FIELD ACT! V1T1HS
Well Drilling and Installation
Soil'Boring and Sampling
Ground-Water Sampling
Surface Water and Sediment Sampling
Waste Sampling
Air Sampling
Geophysical Investigations
General Field Procedures
Equipment decontamination
Personnel protection ;ป. .j,.,^
Chain-of-custody /:4ft*
- i . ".-- .-v
Sample shipping ; : .^
Sampling '
Observed
Participated
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Checklist of Activities for OSC Mentors
XL OTHER ACTIVITIES NOT INCLUDED ON THIS LIST
Observed Participated
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APPENDIX B
CHECKLIST FOR ACTIVITIES FOR RPMs
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su
PROGRAM
CHECKLIST OF ACTIVITIES FOR ESPBfl MENTORS
GENERAL GUIDELINES
X
These General Guidelines provide the mentor and protege with
a broad overview of the OSC/RPM Support Program's mentoring
process and instructions for using the accompanying checklist of
activities. Subjects covered include:
A brief summary of the OSC/RPM Support Program's
mentoring process
The role of the mentor
How to work with the protege
Instructions for using the checklist of activities.
In addition to reviewing these General Guidelines, the mentor
should read "The Mentor-Protege Partnership: A Guide for
Mentors." Corresponding Guides have been developed for first-line
supervisors, "The Regional First-Line Supervisor's Guide for
Selecting, Assigning and Rewarding Mentors," and-for Proteges,
"The Mentor Protege Partnership: The Protege's Guide."
I. THE SUPERFUND OSC/RPM SUPPORT PROGRAM MENTORING PROCESS.
The Superfund OSC/RPM Support Program's mentoring process has
been developed to foster professional growth and job satisfaction
among EPA's newly-hired On-Scene Coordinators (OSCs) and Remedial
Project Managers (RPMs-) . The plan involves the creation of
mentor/protege relationships between Superfund's experienced and
newly-hired RPMs. Based on your experience, you have been asked
to participate in mentoring by serving as a mentor to a newly
hired RPM who has been assigned to you as a protege. Your efforts
on behalf of your protege may help instill a clear understanding
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of this important job and increase self-confidence in your
protege. At the same time, your efforts will enable you to
enhance your leadership skills while contributing to the overall
success of the Superfund Program.
II. THE ROLE OF A MENTOR.
In general, a mentor's role involves providing a guided
learning experience to the new employee (your protege). This is
best done through open, two-way communication with proteges as. you
guide them through the training and orientation they need to ,
rapidly bring them "up to speed" in performing their
responsibilities. A mentor becomes both teacher and'advisor to a
protege in all of the protege's job-related activities. A mentor
will be assigned only one protege at a time.
You are requested to serve actively as a mentor for three
months, commencing with the acceptance of this assignment. During
this time, you will guide your protege through most of the
activities listed on this checklist. You may also identify
additional.activities that would be of benefit to your .protege.
Mentoring efforts undertaken in other agencies and the private
sector have shown that mentors willingly continue to act as
advisors to their proteges after the"formal assignment period has
ended.' We hope that these positive experiences will hold true for
EPA's mentors and proteges as well.
You and the first-line supervisor will work closely with the
protege during the assignment. However, you will not be given
(nor should you undertake) any supervisory responsibilities for a
protege. Supervision remains the responsibility of the first-line
supervisor. Since serving as a mentor will make demands on your
time, it is important that you work with your, supervisor to adjust
your workload to accommodate time with.your protege. You and the
first-line supervisor should also determine the frequency with
which you will report on your protege's progress. We suggest you
meet at least once each week. During the first month of the
assignment, you may decide to me-et more frequently. At the
conclusion of the assignment, the first-line supervisor will ask
the mentor and protege to sign a form that verifies completion of
the assignment.
III. WORKING WITH YOUR PROTEGE.
Your protege will require support and encouragement from you.
Keeping this in mind, you, your protege, and your first-line
supervisor should develop together a realistic set of expectations
and goals for the protege to accomplish. As you work with your
protege, it is important that you relate anecdotes and incidents
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from your own experience that helped you become a more effective
Superfund RPM.
Initially, it is suggested that you spend a significant
portion of each work day with your protege. You may have your
protege accompany you as an observer at meetings, listen to phone
discussions, or observe other of your activities. You should
explain to the protege the significance of each of these
activities and discuss his or her observations. There may also be
situations where you can provide anecdotes of your own experiences
as a newly-hired employee. At a minimum, it may be useful to meet
early each morning to discuss the agenda for that day, and then
again at the close of business to discuss the day's events. The
amount of additional time you spend together should depend on the
specific activities that occur that day. After perhaps four weeks
or so, you may see fit to reduce the frequency of your meetings
and encourage your protege to undertake some tasks independently,
then report to you afterwards. As your protege becomes
increasingly self-sufficient, you can adjust the frequency of time
spent together to meet both your needs. However, during the three
months, you and your protege should at least touch base once each
day.
IV. THE CHECKLIST OF ACTIVITIES.
The following checklist of activities has been devised as a
guide .for you to use while working with your protege. Although
completion of some of the activities listed is required, the order
in which the activities are accomplished is not mandatory. (The
first-line supervisor will provide your protege with a copy of
this checklist so he/she is aware of the types of activities to be
undertaken.) The checklist includes activities.to which newly-
hired RPMs should be exposed during the three-month formal
assignment. Whenever possible, the protege should actively
participate in these activities. Plan to provide "hands-on"
instruction for most of these activities. Also, try to identify
other RPMs the protege may benefit from "shadowing" and arrange
for them to spend some time with the protege. You may be able to
add to this list as unanticipated situations arise. Always keep
in mind what a protege may be able to gain from an experience..
To complete the checklist, provide the date that the RPM was
exposed to and/or accomplished an activity in the right-hand
column, adjacent to the recommended activity. If your protege is
exposed to or involved in activities other than those suggested on
the checklist,, include a brief description of the activities, the
protege's extent of involvement, and the dates the activities
occurred.
Do not view the checklist .as a chronological framework that
must be followed rigidly during the instruction period. The
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checklist is intended as an over-all summary of the topics,
activities, and people your protege should grow acquainted with
during this three-month assignment. You may proceed through the
items on the checklist according to any sequence or time-frame you
and the first-line supervisor deem appropriate.
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Checklist of Activities for RPM Mentors
I.
GENERAL ORIENTATION
Introductions (e.g.; to Branch and Division personnel,
Regional Counsel, Enforcement staff, Community
Relations personnel, support staff, etc.)
Review Internal Office Policies and Procedures, Including
Travel Policy, etc., and Layout of Facility, FOIA's
Discuss Protege's Goals for Training and Development
Review and Discuss CERCLA Orientation Manual
Discuss RPM Legal Authorities (CERCLA, NCP)
Provide Protege with Copies of Legal Authorities
Discuss How Authorities are Referenced and Applied
Observe Regional Work Group Meeting
List of Superfund Acronyms (to be provided)
Discuss General Health, Safety, and Security Issues
On-Site Procedures
Liability
Sign up for Safety Course (ERT or
Basic Training Academy, Session A)
Sign-up for Medical Monitoring
Other
OSWER Directive
9285.9.02
Date
Completed
*.
*
*.
*.
*e
II.
PROGRAMMING AND PLANNING SYSTEMS
*.
*.
*.
*.
SPMS
CERCUS
OSWER Electronic Bulletin Board
Other
Introduced
bv Mentor
Interfaced
by Protege
(if applicable)
III. GUIDANCE DOCUMENTS
Document Provided
or Location Shown
"Guidance for Conducting RI/FS Under CERCLA"
* "RPM Primer"
* "Superfund Federal-Lead Remedial Project Management
Handbook"
* "Superfund State-Lead Remedial Project Management
Handbook"
"Interim Guidance for Compliance with ARARs"
"Compendium of Superfund Field Operations Methods"
* Refers to activities to which a protege must be exposed or accomplish.
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Checklist of Activities for RPM Mentors
"Superfund Public Health Evaluation Manual"
"User's Guide to the Contract Laboratory Program"
"Work Assignment Procedures for Remedial Contracts"
"ARCS Contracts User's Manual"
ROD Guidance
RD/RA Guidance
State Lead Guidance - If Appropriate
Other
IV. TRAINING COURSES
Date Registered Date(s) Attended
* OSC/RPM Basic Training
Academy - Session A (Cannot be
Fully Accomplished During Three
Months; Should at Least Be
Registered for Next Available Course) '_
OSC/RPM Basic Training
Academy - SessionB
OSC/RPM Basic Training
Academy - Session C ^_ ;
AND/OR
CERCLA Orientation
Hazardous Materials Incident
Response Operations (Health
and Safety)
OSC/RPM Basic Skills Course
RI/FS Workshop
Negotiations/Depositions
ARARs Workshop
Contract Administration Training
Project Officer Certification Course
(part of Basic Training Academy)
Superfund Response Agreements
Seminar
Other
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Checklist of Activities for RPM Mentors
v. PROJECT MANAGEMENT ACTIVITIES
Observed Participated
Preliminary Assessment
Site Investigation
- Set1 up Sampling Plan .
- Observe Sampling
* RI/FS
- Scoping Activities
- Site Characterization (Field Investi-
gation Activities)
- Community Relations
-Development of Alternatives '
-Screening of Alternatives
- Treatability Investigations '
- Detailed Analysis of Alternatives L_
- ROD Preparation
* Remedial Design
* Remedial Action
* Coordinating .With:
- State Government
-ATSDR
- Corps of Engineers
-Others
Contractor Management
- Scoping
- Director Contractor
- Documenting Performance
- WA/SOW Preparation
- Project Scheduling
Financial Management
- Cost Estimating etc. (Covered in
Basic Training Academy , Session A)
- LOE Determination
VI. DOCUMENTATION REQUIREMENTS
Reviewed and/or
Helped Produce
Initial Investigation Report
Preliminary Assessment Report
Site Project Operations Plan
Pilot and Bench Scale Study Reports
Site Investigation Report
RI/FS Workplan
Health and Safety Plan
QA/QCPlan
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Checklist of Activities for RPM Mentors
* Remedial Investigation Report
* Feasibility Study Report
* ROD
Responsiveness Summary
Remedial Design Report
Enforcement Status Report
Community Relations Plan
Contractor Work Plan
Contractor Progress Reports
State Quarterly Report
Interagency Agreement
MOU with State
Administrative Record
VII. PRP ACTIVITIES FOR ENFORCEMENT ONLY RPMs
Administrative Orders
Consent Decrees
Referrals
VIII. A. SITE VISIT LOG
(Note: (#) site visits are required; trip report must be developed.)
Site Name/No.
Purpose
B. OVERVIEW OF FIELD ACTF/ITIES
Well Drilling and Installation
Soil Boring and/or Sampling
Ground-Water Sampling
Surface Water and Sediment Sampling
Hazardous Materials Sampling
Air Sampling
Geophysical Investigations
Construction
Observed Participated
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Checklist of Activities for RPM Mentors
General Field Procedures
- Equipment decontamination
- Personnel protection
- Chain-of-custody
- Sample shipping
IX. OTHER ACTIVITIES NOT INCLUDED ON THIS LIST
Observed Participated
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APPENDIX C
BIBLIOGRAPHY
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Bibliography
If you are interested in learning more about mentor/protege relationships,
there is a broad range of literature available on the subject of mentoring. The
following is a partial listing of available publications that you may wish to
peruse.
Barks, J. & Vocino, J. "Career Wastelands: The Way Out." Distribution. March
1988, pp. 28-34.
Buonocore, Anthony. "Reducing Turnover of New Hires. (Mentoring as a
Method of Guiding New Employees)." Management Solutions. June
1987, p. 5.
Burke, R.J. "Mentors in Organizations." Group & Organization Studies.
September 1984, pp. 353-372.
Colwill, N. & Pollock, M. "The Mentor Connection Update." Business Quarterly
(Canada). Fall 1987, pp. 16-20.
Farren, C., Gray, J. & Kaye, B. "Mentoring: A Boon to Career Development."
Personnel. Nov./Dec. 1984, pp. 20-24.
Hennefrund, William. "Taking the Measure of Mentoring." Association
Management. Jan. 1986, pp. 78-83.
Hunt, D.M. & Michael, C. "Mentorship: A Career Training and Development
Tool." Journal of Library Administration. Spring 1984, pp. 77-95.
Kram, Kathy. Mentoring at Work: Developmental Relationships in
Organizational Life. University Press of America,. 1988.
Orth, C., Wilkinson, H. & Benfari, R. "The Managers Role as Coach and Mentor."
Organizational Dynamics. Spring, 1987 pp. 66-74.
Piontek, S. "Proteges & Mentors Share Joys and Pains." National Underwriter
Lif9 & Health Insurance. April 1985, pp.2, 30.
j ""
Roche, Gerard "Much Ado About Mentoring." Harvard Business Review.
January/February 1979, pp. 14-28.
Shea, F. Gordon. Mentors and Mentoring: A Guide for Your Personal Growth in
the Organization. Wiley, 1988.
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March 14>, .1989
Sheeran, L & Perm, D. "The Mentor System." INC.. June 1987, pp. 138-142.
' '''"'I . * '
Sublette, Bill. "The Elusive Mentor." UVA Alumni News. -July/August-1'983. pp. 7-8.
' ';t '
Willbur, Jerry. "Does Mentoring Breed Success?" Training and Developmental
Journal. November 1987, pp. 38-41.
Zey, Michael "A Mentor for all Reasons." PersonnelJournal. January 1988. pp.
46-51.
Zey, Michael G. The Mentor Connection. Dow Jones-lrwin, 1984.
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OSWER Directive
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SUPPORT
PROGRAM
THE MENTOR-PROTEGE PARTNERSHIP:
THE PROTEGE'S GUIDE
FOR REFERENCE
Do Not Take From This Room
Office of Solid Waste and Emergency Response
U.S. Environmental Protection Agency
Washington, D.C. 20460
EPA Report Collection
Regional Center for Environmental Information
U.S. EPA Region III
Philadelphia, PA 19103
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OSWER Directive
SUPPaRT
PROGRAM
THE MENTOR-PROTEGE PARTNERSHIP:
THE PROTEGE'S GUIDE
TABLE OF CONTENTS PAGE
I. WHAT IS MENTORING? 1
II. WHAT ARE THE OBJECTIVES OF MENTORING? 2
III. WHO IS INVOLVED IN MENTORING? 2
IV. WHAT IS EXPECTED OF ME? 3
V. WHAT CAN I EXPECT TO OCCUR? . 4
VI. WHAT IF CONFLICTS ARISE? 4
VII. WHAT'STHE BOTTOM LINE?.... 5
Appendix A:. Checklist of Activities for OSCs
Appendix B: Checklist of Activities for RPMs
Appendix C: Bibliography
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su
FRQQRAIVI
i.
THE MENTOR-PROTEGE PARTNERSHIP:
THE PROTEGE'S GUIDE
WHAT IS MENTORING?
Mentoring involves teaming an experienced Superfund OSC or
RPM (the "mentor") with a newly-hired Superfund OSC or RPM (the
"protege"). The OSC/RPM Support Program's mentoring concept is
designed to foster the career development and professional growth of
Super-fund's OSCs and RPMs. It will provide personalized guidance
and instruction to newly-hired OSCs and RPMs (proteges) from those
who are experienced with the Superfund Program, (mentors). An
effective mentor-protege assignment benefits everyone involved: the
supervisor, mentor, protege and Superfund program. It can produce
well-trained employees who will be instrumental in the success of
their Region's hazardous waste clean-up efforts, as well as contribute
to their colleagues' and their own career growth and job satisfaction.
Each mentor-protege assignment lasts three months. During
this time, you will receive daily guidance and instruction ("coaching")
from your mentor. Experience in other government agencies and the
private sector has shown that the mentor continues to serve as an
advisor to the protege after the formal assignment has been
concluded. We anticipate the same favorable results from our mentor-
protege pairings.
If you have additional questions regarding mentoring after
reading this Guide, discuss them with your first-line supervisor and/or
mentor. You should enter the mentor-protege partnership with a
clear understanding of your Region's expectations. If you are
interested in reading about mentoring in general, Appendix C to this
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Guide provides a listing of articles on mentoring that you may find of
interest.
II. WHAT ARE THE OBJECTIVES OF MENTORING?
The major objectives of mentoring are:
Bringing newly-hired OSCs and RPMs "up-to-speed" more
quickly by providing them with hands-on guidance and
instruction during the first three months of their
employment with the Superfund Program
Fostering and recognizing career growth and potential
leadership development of the mentor and protege
Protecting your Region's investment in the recruitment
and selection of newly-hired OSCs and RPMs by providing
them support and encouraging them to grow with the
Superfund Program.
Mentoring encourages teamwork and shared goals among Superfund
employees by stressing an 'attitude of "we" rather than "me versus you."
HI. WHO IS INVOLVED IN MENTORING?
The success of the mentoring plan depends upon the
commitment of the people directly involved in each assignment, that
is, the:
Mentor
Protege
First-Line Supervisor*
OSC/RPM Support Program Mentoring Coordinator
(OSWER-Headquarters).
The responsibilities of each of these people is presented in the chart
following this page. ซ,
Your first-line supervisor maintains all supervisory responsibility
for you (the protege) during this assignment. Your mentor acts as a
coach and guide, working with you and your first-line supervisor to
help you achieve the objectives of the mentoring plan. Your first-line
For purposes of this Guide, the term "first-line supervisor" shall be
considered a generic term describing the employee within each Region's
Division who is directly responsible for daily supervision of employees. For
example, in some Divisions it may be a Unit Chief, in others it may be a Section
Chief.
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SUMMARY OF QSC/RPM S
MENTORING PLAN PAR'
>ORT PROGRAM
PANTS' ROLES
PLAYERS
ROLES
MENTOR
PROTEGE'
PROTEGE'S
FIRST-LINE SUPERVISOR
OSC/RPM SUPPORT
PROGRAM COORDINATOR
ESTABLISHMENT
OF MENTOR-PROTEGE1
PAIR
' Selects appropriate mentor
for protege"
In cases of conflict or mlspalring,
assigns new mentor-protege* pairs
Maintains frequent communication
throughout assignment
Repriorilizes mentor's workload*
Maintains files of mentor-protege*
assignments
TRAINING
Identifies and provides on-the-
job guidance and instruction
Helps protege' Identify training
opportunities (example: site visits)
Provides feedback to supervisor
and protege* on protege's
performance
Identifies needs for
guidance, training and
development based
on own background
Identifies and approves training and
development opportunities as
needed
Maintains awareness of trends In
order to assess development needs
Provides/establishes office
administrative/technical procedures
for whole staff
Provides guides on how to
mentor for supervisors and mentors
Provides guide for protege on what to
, expect and what is expected
EVALUATION OF
PERFORMANCE
Makes suggestions for
Improvement and helps protege'
set goals
Discusses protege's progress with
supervisor weekly
Verifies completion of mentoring
program In writing
Performs formal performance
appraisals of both mentor* and
protege*
Incorporates mentoring roles Into
mentor's performance appraisals*
Signs verification of successful
completion of mentoring program
for both mentor and protege*
Maintains records of completion of
mentoring assignments
Provides formal certificates for
mentors who have successfully
completed a mentoring
assignment
Confirms satisfaction of one of
STEP'S criteria
COACHING
Serves as protege's formal coach
Acts, with supervisor, as protege's
advisor
Coordinates with mentor
Demonstrates willingness
to learn
Promotes teamwork and mutual
support
Oversees mentor and protege*
ESTABLISHMENT OF
GOALS AND
EXPECTATIONS
Discusses with supervisor and
protege the checklist of activities
to be accomplished and anticipated
results of the pairing
Works with mentor to
accomplish goals
Develops explicit set of expectations
for mentor and protege*
Periodically reviews protege's
progress in accomplishing outlined
activities
Sets Support Program goals and
expectations
RESOLUTION OF
CONFLICTS
Helps protege handle minor on-the-
job conflicts which may arise
Discusses "pairing" conflicts with
first-line supervisor and/or protege*
if they occur
Recognizes when
assistance Is needed
and requests help
Discusses conflicts with
first-line supervior and/or
mentor If they occur
Resolves major on-the-Job conflicts
Intervenes if problems arise in a
mentor-protege* pair; finds solution
If necessary, establishes a new
mentor-protege' pair; completes
revised form and sends to Support
Program Coordinator
Updates record to show
establishment of new
mentor-protege' pair
"In conjunction with other first-line supervisor if no mentor in own work unit is available
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OSWER Directive
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supervisor will communicate frequently with you and your mentor
regarding the progress of your assignment.
IV. WHAT IS EXPECTED OF ME?
The following are actions that help ensure a successful mentor-
protege relationship:
Clarify with your first-line supervisor and mentor at the
beginning of your assignment the reporting and work .
assignment relationships that will exist during mentoring.
Read and develop a working knowledge of appropriate
documents and materials related to performance of your
OSC or RPM duties. The checklist of activities (Appendix
A for OSCs, Appendix B for RPMs) lists both the required
and suggested documents. Discuss this material,
particularly any areas needing clarification, with your
mentor.
Pay close attention to your mentor's style of doing business
as well as those of your other associates. Observe your
mentor's duties and responsibilities by "shadowing"
him/her in day-to-day activities as unobtrusively as
possible.
At the same time, observe everything you can and ask as
many questions as necessary to ensure your understanding
of issues, actions and procedures.
Discuss with your mentor any responsibilities you can
assume to help ease the burden of his or her daily
activities. It should be understood that the mentoring
activity is, to an extent, an additional burden on the
mentor's workload. Anything you can do to relieve this
may be appreciated.
Be open to this learning experience. Take advantage of
the experiences of your mentor.
Work with your mentor and first-line supervisor to ensure
that the mentoring assignment blends with your other
training needs (e.g., the OSC/RPM Basic Training
Academy).
Work with your mentor to establish a cordial professional
relationship.
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Strive to understand the basic goals of the Superfund
Program, your Region's objectives in implementing them,
and your role in helping to achieve them.
Complete within the three months all of the mandatory
items, and as many of the others as possible, that are listed
on the checklist of activities.
The success of your mentoring assignment will require the fullest
cooperation and wholehearted effort on your part. It should be
remembered that, while the first-line supervisor and mentor play
major roles, ultimate responsibility for your career rests with you.
Mentoring affords an excellent opportunity for you to advance your
knowledge, skills and abilities quite quickly.
V. WHAT CAN I EXPECT TO OCCUR?
There are many things you can expect to occur during the
mentor-protege relationship, including:
Rapid growth as an OSC or RPM. This is your opportunity
to get "up to speed" very rapidly.
The opportunity to learn first-hand from someone with
more Federal OSC or RPM experience than you may
currently possess.
The opportunity for establishing of a long-term
relationship with a more experienced colleague.
Faster assimilation into your Region's Superfund team.
Recognition of your growing expertise by your superiors
and peers.
Exposure to more varied experiences than might be
possible on your own.
You will be given a lot of information to absorb in a very short time.
Use this mentoring experience as.your opportunity to ask questions,
grow professionally, and benefit from someone who has been on the
job longer than you.
VI. WHAT IF CONFLICTS ARISE?
There may be instances where things do not go as planned.
These situations will ordinarily be worked out with your first-line
supervisor and/or the mentor. Some possible scenarios follow:
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The mentor/leaves or has a workload change that
precludes.-completion of your mentoring assignment. Your
first-line supervisor will see that you receive another
mentor so the assignment can be completed.
You and the mentor cannot seem to work together:
Try to work it out with the mentor
If that effort fails, talk to your first-line supervisor.
If the learning experience appears too difficult, discuss
with your mentor and first-line supervisor:
Adjusting the pace of learning the activities
A change in career paths
Other adjustments.
It is important that potential or actual conflicts be addressed as
rapidly as possible because of the short time-frame of your mentor-
protege assignment. You should avoid spending time in an
unproductive partnership. If a conflict arises, bring it to your mentor's
or first-line supervisor's attention immediately.
VII. WHAT'S THE BOTTOM LINE?
/ ...
This guide is designed to help guide you through your mentor-
protege assignment. You may identify other issues and opportunities
for learning experiences along the way. These should be shared with
your mentor or first-line supervisor so that other mentor-protege
pairings may benefit from them. Mentoring gives you the opportunity
for personal development and for increasing your contribution to the
success of the Superfund Program get the most you can from this
opportunity.
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APPENDDCA
CHECKLIST OF ACTIVITIES FOR OSCs
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QSC/RP
SU
ROGRAM
CHECKLIST OF ACTIVITIES FOR @Sฉ MENTORS
GENERAL GUIDELINES
These General Guidelines provide the mentor and protege
with a broad overview of the OSC/RPM Support Program's
mentoring process and instructions, for using the accompanying
checklist of activities. Subjects covered include:
A brief summary of the OSC/RPM Support Program's
mentoring process
The role of the mentor
How to work with the protege
Instructions for using the checklist of activities.
In addition to reviewing these General Guidelines, the mentor
should read "The Mentor-Protege Partnership: A Guide for
Mentors." Corresponding Guides have been developed for
first-line supervisors, "The Regional First-Line Supervisor's
Guide for Selecting, Assigning and Rewarding Mentors," and
for Proteges, "The Mentor Protege Partnership: The Protege's
Guide." ,
I. THE SUPERFUND OSC/RPM SUPPORT PROGRAM MENTORING PROCESS.
The Superfund OSC/RPM Support Program's mentoring
process has been developed to foster professional growth and
job satisfaction among EPA's newly-hired On-Scene
Coordinators (OSCs) and Remedial Project Managers (RPMs).
The program involves the creation of mentor/protege
relationships between Superfund's experienced and newly-hired
OSCs. Based on your experience, you have been asked to
participate in mentoring by serving as a mentor to a newly-
1
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hired OSC who has been assigned to you as a protege. Your
efforts on behalf of your protege may help instill a clearer
understanding of this important job and increase self-
confidence in your protege.. At the same time, your efforts
will enable you to enhance your leadership skills while
contributing to the overall success of the Superfund Program.
II. THE ROLE OF A MENTOR.
In general, a mentor's role involves providing a guided
learning experience to the new employee (your protege). This
is best done through open, two-way communication with
proteges as you guide them through the training and
orientation they need to rapidly bring them "up to speed" in
performing their responsibilities. A mentor becomes both
teacher and advisor to a protege in all of the protege's job-
related activities. A mentor will be assigned only one
protege at a time.
You are requested to serve actively as a mentor for
three months, commencing with the acceptance of this
assignment. During this time, you will guide your protege
through most of the activities listed.on this checklist. You
may also identify additional activities that would be of
benefit to your protege. Mentoring efforts undertaken in
other agencies and the private sector have shown that mentors
willingly continue to act as advisors to their proteges after
the formal assignment period has ended. We hope that these
positive experiences will hold true for EPA's mentors and
proteges as well.
You and the first-line supervisor will work closely with
the protege during the assignment. However, you will not be
given (nor should you undertake) any supervisory
responsibilities for a protege. Supervision remains the
responsibility of the first-line supervisor. Since serving
as a mentor will make demands on your time,, it is important
that you work with your first-line supervisor to adjust your
workload to accommodate time spent with your protege. You
and the first-line supervisor should also determine the
frequency with which you will.report on your protege's
progress. We suggest you meet at least once each week.
During the first month of the assignment, you may decide to
meet more frequently. At the conclusion of the assignment,
the first-line supervisor will ask the mentor and protege to
sign a form that verifies completion of the assignment.
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III. WORKING WITH YOUR PROTEGE.
.Your protege will require support and encouragement from
you. Keeping this in mind, you/ your protege, and your
first-line supervisor should develop together a realistic set
of expectations and goals for the protege to accomplish. As
you work with your protege, it is important that you relate
anecdotes and incidents from your own experience that helped
you become a more effective Superfund OSC.
Initially, it is suggested that you spend a significant
portion of each work day with your protege. You may have
your protege accompany you as an observer at meetings, listen
to phone discussions, or observe other of your activities.
You should explain to the protege the significance of each of
these activities and discuss his or her .observations. There
may also be situations where you can provide anecdotes of
your own experiences as a newly-hired employee. At a
minimum, it may be useful to meet early each morning to
discuss the agenda for that day, and then again at the close
of business to discuss the day's events. The amount of
additional time you spend together should depend on the
specific activities that occur that day. After perhaps four
weeks or so, you may see fit to reduce the frequency of your
meetings and encourage your protege to undertake some tasks
independently, then report to you afterwards. As your
protege becomes increasingly self-sufficient, you can adjust
the frequency of time spent together to meet both your needs.
However, during the three months, you a'nd your protege should
at least touch base once each. day.
IV. THE CHECKLIST OF ACTIVITIES.
The following checklist of activities for your protege
to accomplish has been devised as a guide for you and your
protege to use during the mentoring assignment. Although
completion of some of the activities listed is required, the
order in which the activities are accomplished is not
mandatory. (The first-line supervisor will provide your
protege with a copy of this checklist so he/she is aware of
the activities to be undertaken.) The checklist includes
activities to which newly-hired OSCs should be exposed during
the three-month formal assignment. Whenever possible, the
protege should actively participate in these activities.
Also, try to identify other OSCs the protege may benefit from
"shadowing" and arrange for them to spend some time with the
protege. Plan to provide "hands-on" instruction for most of
these activities. You may be able to add to this list as
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unanticipated situations arise. Always keep.in mind what a
protege may be able to gain from an experience-.
To complete the checklist, provide the date that the OSC
was exposed to and/or accomplished an activity in the space
provided in the right-hand column, adjacent to the
recommended activity. If your protege is exposed to or
involved in activities other than those suggested on the
checklist, include a brief description of the activities, the
protege's extent of involvement, and the dates the activities
occurred.
Do not view the Checklist as a chronological framework
that must be 'followed rigidly 'during the instruction period.
The checklist is intended as an over-all summary of the
topics, activities, and people your protege should grow
acquainted with during this three-month, assignment. You may
proceed through the items on the checklist according to any
sequence or time-frame you and the first-line supervisor deem
appropriate. ' . N
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Checklist of Activities for (XSC Mentors
I. GENERAL ORIENTATION . Date
Completed
* Introductions (e.g. to Branch and Division personnel,
Regional Counsel, to Enforcement staff, Community
Relations personnel, support staff, etc.)
* Review Internal Office Policies and Procedures,
Including Travel Policy, etc., and Layout of Facility .
Discuss Protege's Goals for Training and Development
* Review and discuss CERCLA Orientation Manual
* Discuss OSC Legal Authorities (CERCLA, NCP, etc.)
Provide Protege with Copies of Legal Authorities
Discuss How Authorities are Referenced
and Applied
Observe Regional Work Group Meeting __
General Overview of Superfund Remedial Process
* List of Superfund Acronyms (to be provided)
* Discuss General Health, Safety, and Security Issues
- On-Site Procedures
Liability
Sign up for Safety Course -
(ERT or second half of Session A of
Basic Training Academy)
OSHA Regulations (29 CFR 1910)
Other :
II. PROGRAMMING AND PLANNING SYSTEMS
Interfaced
. r Introduced by Protege
by Mentor (if applicable)
* ERNS
* SPMS
* CERCLIS
* Removal Cost Management
System (RCMS)
OSWER Electronic Bulletin Board
Other
* Refers to activities to which a protege must be exposed or accomplish during the three months.
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Checklist of Activities for OSC Mentors
III. GUIDANCE DOCUMENTS
Document Provided
or Location Shown
* "Emergency Response Cleanup Services Contracts
(ERCS) User;s Manual"
"Superfund Federal-Lead Remedial Project Management
Handbook"
"Superfund State-Lead Remedial Project Management
Handbook" -^.- -
* "Removal Cost Management Manual"
"Interim Guidance for Compliance with ARARs"
"The Role of Expedited Response Actions Under SARA"
* "Revised Procedures for Implementing Off-Site Response
Actions"
"Compendium of Superfund Field Operations Methods"
"Superfund Public Health Evaluation Manual"
* "User's Guide to the Contract Laboratory Program"
* TAT User's Manual
* Removal Guidance
* Superfund Removal Procedures
Other ' " .
IV. TRAINING COURSES
Date Date(s)
Registered Attended
* OSC/RPM Basic Training Academy
Session A
* OSC/RPMBasic Training Academy
SessionB
* OSC/RPM Basic Training Academy
Session C
AND/OR
Hazardous Materials Incident
Response Operations (Health and
Safety) (may be taken through Basic
Training Academy)
OSC/RPM Basic Skills Course
ARARs Workshop
6.
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Checklist of Activities for OSC Mentors
Contract Administration Training
(pan of Basic Training Academy)
Project Officer Certification Course
(part of Basic Training Academy)
Superfund Response Agreements
Seminar
Other
V. POTENTIALLY RESPONSIBLE PARTY (PRP) ACTF/ITIES
Observed Participated
PRP Search ______
PRP Notification _______
PRP Negotiations
Criminal Investigation
VI. REMOVAL OPERATION ACTIVITIES
Observed Participated
Discovery/Notification Procedures
. - Receiving Notifications
Determine Need for Response ' __
When to Convene the RRT _______
When to Call ERT
Preliminary Assessment
Other 104(b) Investigations
Obtain Site Access
Response Classification (e.g., classic,
time critical) - '
Use of $50,000 Authority flf applicable)
When/How To Acquire
Regional Approval
When/How To Acquire
HQ Approval
Coordinating With:
USCG .
State/Local Government .
ATSDR '
Other ' ' .
' Management of Cleanup Services
- Assigning Work to TAT .
- AssigningWok to ERCS Contractors .
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Checklist of Activities for OSC Mentors
- Access Other Cleanup Services
Recordkeeping/Documentation for
Cost Recovery
Response Reporting
POLREPS
Special Report ( )
- OSC Report
Qose-out Procedures
RCRA/Land Ban Decisions
* Scoping Job
* Directing Contractors
* Initiating/Directing TAT Special Project
* Documenting Performance (Award Fee)
* Other
VII. SPECIAL CIRCUMSTANCE ACnvmES
Observed Participated
Removal Operation in Floodplain/ .
Wetlands .
t Removal Operation at Federal Facility '
Response on Native American Lands .
Response Involving Radioactive Waste .
Response Involving Evacuation/Temporary
Relocation ,
VIII. DOCUMENTATION REQUIREMENTS
Reviewed and or
Helped Produce
Site Access Agreement
Site Safety Plan
Memorandum of Understanding
with EPA and Other Agency
Written PRP Notification _____
ERCS Delivery Order '.
Accident Report
Entry/Exit Log
Cost Documentation '
Administrative Record .
Pre-Removal Records
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Checklist of Activities for OSC Mentors
Action Memorandum
Less than $2M/Year
More than $2M/Year
Administrative Record
X. A. SITE VISIT LOG :
(Note: (#) site visits are required; trip report must be developed for
each, containing the protege's summary of observations and activities.)
Site Name/No. Date Purpose
B. OVERVIEW OF FIELD ACnVTTTES
Observed Participated
Well Drilling and Installation
Soil Boring and Sampling .
Ground-Water Sampling
Surface Water and Sediment Sampling ' _______
Waste Sampling '
Air Sampling ' '
Geophysical Investigations _._ .
General Field Procedures
Equipment decontamination
Personnel protection .
Chain-of-custody . '
Sample shipping
Drum Sampling
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Checklist of Activities for OSC Mentors
XI. OTHER ACTIVITIES NOT INCLUDED ON THIS LIST
. Observed Participated
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APPENDIX B
CHECKLIST FOR ACTIVITIES FOR RPMs
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QSC/RP
SU
PROGRAM
CHECKLIST OF ACTIVITIES FOR ffiPQffl MENTORS
GENERAL GUIDELINES
These General Guidelines provide the mentor and protege with
a broad overview of the OSC/RPM Support Program's mentoring
process and instructions for using the accompanying checklist of
activities. Subjects covered include:
A brief summary of the OSC/RPM Support Program's
mentoring process .
The role of the mentor
How to work with the protege
Instructions for using the checklist of activities.
In addition to reviewing these General Guidelines, the mentor
should read "The Mentor-Protege Partnership: A Guide .for
Mentors." Corresponding Guides have been developed for first-line
supervisors, "The Regional First-Line Supervisor's Guide for
Selecting, Assigning and Rewarding Mentors," and for Proteges,
"The Mentor Protege Partnership: The Protege's Guide."
I. THE SUPERFUND QSC/RPM.SUPPORT PROGRAM MENTORING PROCESS.
The SuperfundOSC/RPM Support Program's mentoring process has
been developed to foster professional growth and job satisfaction
among EPA's newly-hired On-Scene Coordinators (OSCs) and Remedial
Project Managers (RPMs), The plan involves the creation of
mentor/protege relationships between Superfund's experienced and
newly-hired RPMs. Based on your experience, you have been asked
to participate in mentoring by serving as,a mentor to a newly
hired RPM who has been assigned to you as a protege. Your efforts
on behalf of your protege may help instill a clear understanding
1 '
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of this important job and increase self-confidence in your
protege. At the same time, your efforts will enable you to
enhance your leadership skills while contributing to the overall
success of the Superfund Program.
II. THE ROLE OF A MENTOR.
In general, a mentor's role involves providing a guided
learning experience to the new employee (your protege). This is
best done through open, two-way communication with proteges' as you
guide them through the training and orientation they need to
rapidly bring them "up to speed" in performing their
responsibilities. A mentor becomes both teacher and advisor to a
protege in all of the protege's job-related activities. A mentor
will be assigned only one protege at a time.
You are requested to serve actively as a mentor for three
months, commencing with the acceptance, of this assignment. During
this time, you will guide your protege through most of the
activities listed on this checklist. You may also identify
additional activities that would be of benefit to your protege.
Mentoring efforts undertaken in other agencies and the private
.sector have shown that mentors willingly continue to act as
advisors to their proteges after the formal assignment period has
ended. We hope that these positive experiences will hold true for
EPA's mentors and proteges as well. .
You and the first-line supervisor will work closely with the
^protege during the assignment. However, you will not be given
(nor should you undertake) any supervisory responsibilities for a
protege. Supervision remains the responsibility of the first-line
supervisor. Since serving as a mentor will make demands on your
time, it is important that you work with your supervisor to adjust
your workload to accommodate time with your,protege. You and the
^first-line supervisor should also determine the frequency with
which you will report on your protege's progress. We suggest you
.meet at least.once, each week. During the first month of the.
assignment, you may decide to meet more frequentlyv. At the
conclusion of the assignment, the first-line supervisor will ask
the mentor and protege to sign a form that verifies completion of
the assignment..
III. WORKING WITH YOUR PROTEGE.
Your protege will require support and encouragement from'you.
Keeping this in mind, you, your protege, and your first-line
supervisor should develop together a realistic set of expectations
and goals for the protege to accomplish. As you work with your
protege, it is important that you relate anecdotes and incidents
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from your own experience that helped you become a more effective .
Superfund RPM.
Initially, it is suggested that you spend a significant
portion of each work day with your protege. You may have your
protege accompany you as ah observer a-t meetings, listen to phone
discussions, or observe other of your activities. You should
explain to the protege the significance of each of these
activities and discuss his or her observations. There.may also be
situations where you can provide anecdotes of your own experiences
as a newly-hired employee. At a minimum, it may be useful to meet
early each morning to discuss the agenda for that day, and then
again at the close of business to discuss the day's events. The
amount of additional time you spend together should depend on the
specific activities that occur that day. After perhaps four weeks
or so, you may see fit to reduce the frequency of your meetings
and encourage your protege to undertake some tasks independently,
then report to you afterwards. As your protege becomes
increasingly self-sufficient, you can adjust the frequency of time
spent together to meet both your needs. However, during the three
months, you and your protege should at least touch base once each
day.
IV. THE CHECKLIST OF ACTIVITIES.
The following checklist of activities has been devised as a
guide for you to use while working with your protege. Although
completion of some of -the activities listed is required, the order
in which the. activities are accomplished is not mandatory. (The
first-line supervisor will provide your protege with a copy x>f
this checklist so he/she is aware of the types of activities to be
undertaken.) The checklist includes activities to which newly-
hired RPMs should be exposed during the three-month formal
assignment. Whenever possible, the protege should actively
participate in these activities. Plan to provide "hands-on"
instruction for most of these activities. Also, try to identify
other RPMs the protege may benefit from "shadowing" and arrange
for them to spend some time with .the protege. You may be able to
add to this list as unanticipated situations arise. Always keep
in mind what a protege may be.able to gain from an experience.
To complete the checklist, provide the date that the RPM was
exposed to and/or accomplished an activity in the right-hand
column, adjacent to the recommended activity. If your protege is
exposed to or involved in activities other than those suggested on
the checklist, include a brief description of the activities, the
protege's extent of involvement, and the dates the activities
occurred.
Do not view the checklist as a chronological framework that
must be followed rigidly during the instruction period. The
. - 3
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checklist is intended as an over-all summary of the topics,
activities, and people your protege should grow acquainted with
during this three-month assignment. You may proceed through the
items on the checklist according to any sequence or time-frame you
and the first-line supervisor deem appropriate.
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Checklist of Activities for RPM Mentors
I. GENERAL ORIENTATION Date
Completed
* Introductions (e.g.; to Branch and Division personnel,
Regional Counsel, Enforcement staff, Community
Relations personnel, support staff, etc.) ______
*' Review Internal Office Policies and Procedures, Including
Travel Policy, etc., and Layout of Facility, FOIA's
* Discuss Protege's Goals for Training and Development
* Review and Discuss CERCLA Orientation Manual '
* Discuss RPM Legal Authorities (CERCLA, NCP)
Provide Protege with Copies of Legal Authorities
Discuss How Authorities are Referenced and Applied
Observe Regional Work Group Meeting
* List of Superfund Acronyms (to be provided)
* Discuss General Health, Safety, and Security Issues
On-Site Procedures
Liability
Sign up for Safety Course (ERT or
Basic Training Academy- Session A)
Sign-up for Medical Monitoring
Other ' -
II. PROGRAMMING AND PLANNING SYSTEMS
Interfaced
Introduced by Protege*
bv Mentor (if applicable)
* SPMS
* CERCLIS ___
* OSWER Electronic Bulletin Board __^_
* Other
III. GUIDANCE DOCUMENTS
Document Provided
or Location Shown
"Guidance for Conducting RI/FS Under CERCLA"
* "RPM Primer"
* "Superfund Federal-Lead Remedial Project Management
Handbook"
* "Superfund State-Lead Remedial Project Management
. Handbook"
"Interim Guidance for Compliance with ARARs"
"Compendium of Superfund Field Operations Methods"
* Refers to activities to which a protege must be exposed or accomplish.
4
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Checklist of Activities for RPM Mentors
"Superfund Public Health Evaluation Manual"
"User's Guide to the Contract Laboratory Program"
"Work Assignment Procedures for Remedial Contracts"
"ARCS Contracts User's Manual"
ROD Guidance?
RD/RA Guidance
State Lead Guidance - If Appropriate
Other '
IV. TRAINING COURSES
Date Registered Date(s) Attended
*ป OSC/RPM Basic Training -
Academy - Session A (Cannot be
Fully Accomplished During Three
Months; Should at Least Be
Registered for Next Available Course)
OSC/RPM Basic Training
Academy - SessionB . -
OSC/RPM Basic Training
Academy - Session C-
AND/OR
CERCLA Orientation
Hazardous Materials Incident
Response Operations (Health
and Safety)
OSC/RPM Basic Skills Course
RI/FS Workshop
Negotiations/Depositions
ARARs Workshop
Contract Administration Training
Project Officer Certification Course
(part of Basic Training Academy)
Superfund Response Agreements
Seminar
Other
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Checklist of Activities for RPM Mentors
V. PROJECT MANAGEMENT ACTIVITIES
Observed Participated
Preliminary Assessment
Site Investigation '
- Set up Sampling Plan _,
- Observe Sampling .
* RI/FS
- Scoping Activities ' i
- Site Characterization (Field Investi-
gation Activities) '
- Community Relations
- Development of Alternatives
- Screening of Alternatives
- Treatability Investigations '
- Detailed Analysis of Alternatives .
- ROD Preparation . '
* Remedial Design ^
'* Remedial Action "
* Coordinating With:
- State Government .
- ATSDR -
- Corps of Engineers
-Others
* Contractor Management
- Scoping
- Director Contractor
- Documenting Performance
- WA/SOW Preparation
- Project Scheduling
* Financial Management
- Cost Estimating etc. (Covered in
Basic Training Academy , Session A)
- LOE Determination
VI. DOCUMENTATION REQUIREMENTS
Reviewed and/or
Helped Produce
Initial Investigation Report
Preliminary Assessment Report
Site Project Operations Plan
Pilot and Bench Scale Study Reports
Site Investigation Report
RI/FS Workplan
Health and Safety Plan
QA/QCPlan
6 '
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Checklist of Activities for RPM Mentors
Remedial Investigation Report
Feasibility Study Report
ROD
Responsiveness Summary
Remediial Design Report
Enforcement Status Report
Community Relations Plan
Contractor Work" Plan
Contractor Progress Reports
State Quarterly Report
Interagency Agreement
MOU with State
Administrative Record
VII. PRP ACTIVITIES FOR ENFORCEMENT ONLY RPMs
Administrative Orders
Consent Decrees
Referrals
VIII. A. SITE VISIT LOG
(Note: (#) site visits are required; trip report must be developed.)
Site Name/No. Date Purpose
B. OVERVIEW OF FIELD AcrrvrnES
Observed Participated '
Well Drilling and Installation
Soil Boring and/or Sampling .'.
Ground-Water Sampling
Surface Water and Sediment Sampling -
Hazardous Materials Sampling
Air Sampling .
Geophysical Investigations
Construction
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Checklist of Activities for RPM Mentors
General Field Procedures
- Equipment decontamination
- Personnel protection
- Chain-of-custody
- Sample shipping
IX. OTHER ACTIVITIES NOT INCLUDED ON THIS LIST
Observed Participated
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^ j
APPENDIX C
BIBLIOGRAPHY
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Bibliography
If you are interested in learning more about mentor/protege relationships,
there is a broad range of literature available on the subject of mentoring. The
following is a partial listing of available publications that you may wish to
peruse.
Barks, J. & Vocino, J. "Career Wastelands: The Way Out." Distribution. March
1988, pp. 28-34.
Buonocore, Anthony. "Reducing Turnover of New Hires. (Mentoring as a
Method of Guiding New Employees)." Management Solutions. June
1987, p. 5.
Burke, R.J. "Mentors in Organizations." Group & Organization Studies.
September 1984, pp. 353-372.
Colwill, N. & Pollock. M. "The Mentor Connection Update." Business Quarterly
(CanadaV. Fail 1987. pp. 16-20.
Farren, C., Gray, J. & Kaye, B. "Mentoring: A Boon to CareerTJevelopment."
Personnel. Nov./Dec. 1984, pp. 20-24.
Hennefrund, William. "Taking the Measure of Mentoring." Association
Management. Jan. 1986. pp. 78-83.
Hunt, D.M. & Michael, C. "Mentorship: A Career Training and Development
Tool." Journal of Library Administration. Spring 1984, pp. 77-95.
Kram, Kathy. Mentoring at Work: Developmental Relationships in
Organizational Life. University Press of America, 1988.
Orth, C., Wilkinson, H. & Benfari, R. The Managers Role as Coach and Mentor."
Organizational Dynamics. Spring. 1987 pp. 66-74.
Piontek, S, "Proteges & Mentors Share Joys and Pains." National Underwriter
Life & Health Insurance. April 1985, pp.2, 30.
Roche, Gerard "Much Ado About Mentoring." Harvard Business Review.
January/February 1979, pp. 14-28.
Shea, F. Gordon. Mentors and Mentoring: A Guide for Your Personal Growth in
the Organization. Wiley, 1988.
-------
March 14, 1989
Sheeran, L & Fenn, D. "The Mentor System." INC.. June 1987, pp. 138-142.
Sublette, Bill. "The Elusive Mentor." UVA Alumni News. July/August 1983. pp. 7-8.
Willbur, Jerry. "Does Mentoring Breed Success?" Training and Developmental
Journal. November 1987. pp. 38-41.
Zey, Michael "A Mentor for all Reasons." Personnel Journal January 1988, pp:
46-51.
Zey, Michael G. The Mentor Connection. Dow Jones-lrwin, 1984.
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C/RP
SUPPCXBT
PROGRAM
THE REGIONAL FIRST-LINE SUPERVISOR'S GUIDE
FOR
SELECTING, ASSIGNING
AND REWARDING MENTORS
FOR REFERENCE
Do Not Take From This Room
V
Office of Solid Waste and Emergency Response
U.S. Environmental Protection Agency
Washington, D.C. 20460
EPA Report Collection
Regional Center for Environmental Information
U.S. EPA Region III
Philadelphia, PA 19103
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Regional Center for Environmental Inf brmatton
US EPA Region m
1650 Arch St
Philadelphia, PA 19103
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C/ RP M/> OSWER Directive
v ^ปij, //x 9285.9-02
SUPPORT
PROGRAM
THE REGIONAL FIRST-LINE SUPERVISOR'S GUIDE
FOR
SELECTING, ASSIGNING
AND REWARDING MENTORS
TABLE OF CONTENTS PAGE
1. WHAT IS MENTORING? 1
I!, WHAT ARE THE OBJECTIVES OF MENTORING? 2
III. WHO'S INVOLVED IN MENTORING? 3
A. What are OSWER's Responsibilities? 3
. B. What are the Regional Division Director's.Responsibilities? 3
C. What are the First-Line Supervisor's Responsibilities? ; 4
D. What are the Mentor's Responsibilities? 5
E. What are the Protege's Responsibilities? 5
IV. WHAT SHOULD I DO TO ESTABLISH MENTORING FOR MY STAFF? 6
A. Are any of the First-Line Supervisor's Responsibilities
Transferred to the Mentor? 6
B. Do Mentors and Proteges Have to Report to the Same First-Line
Supervisor? 7
C. How are Mentors Selected? ' 7
D. What is Involved in Assigning a Mentor-Protege Pairing? 9
E. What Do I Do If Conflicts Arise? 11
V. HOW CAN I REWARD THE MENTOR'S CONTRIBUTIONS? 11
VI. WHAT DO I DO AT THE CONCLUSION OF THE ASSIGNMENT? 13
VII. WHATS THE BOTTOM LINE? 13
Appendix A: Checklist of Activities for OSCs
Appendix B: Checklist of Activities for RPMs
Appendix C: Bibliography
Appendix D: Mentor/Protege Assignment Form
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OSWER Directive
9285.9-02
'X?
\l
SUfcPCfRT
PROGRAM
THE REGIONAL FIRST-LINE SUPERVISOR'S GUIDE
FOR
SELECTING, ASSIGNING
AND REWARDING MENTORS
I. WHAT IS MENTORING?
Mentoring involves teaming an experienced Superfund OSC or RPM
(the "mentor") with a newly-hired Superfund OSC or RPM (the "protege").
The OSC/RPM Support Program has developed a mentoring concept
designed to foster the career development and professional growth of
Superfund's OSCs and RPMs. It will provide personalized guidance and
instruction to newly-hired OSCs and RPMs (proteges) from those who are
experienced with the Superfund Program (mentors). An effective mentor-
protege assignment benefits everyone involved: the supervisor, mentor,
protege and Superfund program. It can produce well-trained employees
who will be instrumental in the success of their Region's hazardous waste
clean-up efforts, as well as contribute to their colleagues' and their own
career growth and job satisfaction.
Each mentor-protege assignment lasts three months. It involves daily
guidance and instruction ("coaching") of the protege by the mentor.
Experience in other government agencies and the private sector has
shown that the mentor continues to serve as an advisor to the protege after
a formal assignment has been concluded. We anticipate the same favorable
results from our mentor-protege pairings.
Careful selection of mentors and consideration of the developmental
needs and personalities of both the mentor and protege will help ensure
the success of your Region's participation- in mentoring. This Guide is
designed to aid you as you work with your Regional Management and
employees to implement successful mentoring within your Region.
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These guidelines provide information on implementing mentoring in
your Region and on making your mentor-protege assignments, including:
* Purpose of mentoring
Objectives of mentoring
Responsibilities of the people involved in mentoring
How mentoring can be established in your Region
Rewarding the mentor.
These guidelines are designed to be adapted to your Region's special
requirements. They should be viewed as a tool for assisting you in
implementing mentoring for your newly-hired staff.
The purpose of this Guide is to assist first-line supervisors*
implement mentoring, in which experienced OSCs and RPMs help newly-
hired personnel in those positions develop into fully functipning OSCs and
RPMs as effectively and efficiently as possible.
II. WHAT ARE THE OBJECTIVES OF MENTORING?
The major objectives of mentoring are to:
* Bring newly-hired OSCs and RPMs "up-to-speed" more quickly
by providing them with hands-on guidance and instruction from
a senior OSC/RPM during the first three months of their
employment with the Superfund Program
* Foster and recognize career growth and leadership development
of experienced OSCs/RPMs through their service as mentors
Protect your Region's investment in the recruitment and
selection of newly-hired OSCs and RPMs by providing them
support and encouraging them to grow with the .Superfund
Program
* Encourage teamwork and shared goals.
Accomplishing these objectives will help ensure consistently excellent
quality in the implementation of CERCLA.
For purposes of this Guide, the term "first-line supervisor" shall be
considered a generic term describing the employee within each Region's
Division who is directly responsible for daily supervision of OSC/RPM
employees. For example, in some Divisions it may be a Unit Chief, in others it
may be a Section Chief.
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III. WHO'S INVOLVED IN MENTORING?
This section highlights the responsibilities of those involved in
implementing, overseeing and actively participating in mentoring, i.e.:
OSWER Headquarters. Regional Division Directors. First-Line Supervisors.
Mentors and Proteges. The chart on the following page presents their
responsibilities.
A. What are OSWER's Responsibilities?
The Office of Solid Waste and Emergency Response (OSWER),
through the OSC/RPM Support Program Coordinator, is requiring
mentoring by:
Developing and disseminating the mentoring guidelines
Advising OSWER management on the implementation of
mentoring as described in this Guide
* Providing oversight for the tracking of mentor-protege
assignments
Receiving and evaluating feedback on mentoring'si
implementation and accomplishments, and adjusting the
guidelines as appropriate.
In addition, a Mentoring Coordinator has been designated the contact
person for most questions regarding mentoring. The Mentoring
Coordinator will track the assignment and progress of mentor-protege
pairings.
B; What are the Regional Division Director's Responsibilities?
Division Directors in the Regions may support mentoring by:
Initiating the implementation of mentoring, with assistance
provided by this Guide and OSWER
Developing any supplemental Region-specific guidelines as
he/she sees fit
Planning for and requesting resources needed to continue
mentoring in the Regions on a routine basis
Monitoring the activities and accomplishments of mentoring
and reporting them to OSWER
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Evaluating the,implementation of mentoring through
performance standards and evaluations.
Division Directors oversee mentoring's- implementation through various
line managers. These managers assist and support first-line supervisors in
their efforts to accomplish the objectives of mentoring.
C. What are the First-Line Supervisor's Responsibilities?
You, as a first-line supervisor, have the pivotal role in implementing
mentoring. Your specific responsibilities include:
Identifying mentors and proteges (may come from different
work units, see IV.B, page 7)
Preparing mentors and proteges for the assignment and
facilitating their involvement consistent with their regular
OSC/RPM duties \
Assigning proteges to mentors
* Developing an explicit set of goals and expectations for the
mentor and the protege
Communicating frequently (at least weekly) with, and providing
constructive feedback to, the mentor and protege in order to
oversee the assignment
Resolving identified problems quickly
* Working with the mentor to establish priorities within the
mentor's existing workload
* Documenting the mentor's and protege's performance for
inclusion in their respective performance appraisals, or to
discuss the mentor's performance with his/her first-line
supervisor, if appropriate (See IV.B, page 7)
* Discussing with the mentor the training and development
programs, conferences, etc. that are available and enlisting the
mentor's support in reinforcing to the protege the importance
of continuing professional development. It is up to you, as the
first-line supervisor, however, to require your protege to attend
mandatory courses, e.g., OSC/RPM Basic Training Academy
(including health and safety). You retain the responsibility for
the protege's meeting OSHA requirements, etc.
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SUMMARY OF OSC/RPi >ORT PROGRAM
MENTORING PLAN PARTICIPANTS' ROLES
PLAYERS
ROLES
MENTOR
PROTEGE'
PROTEGE'S
FIRST-LINE SUPERVISOR
OSC/RPM SUPPORT i
PROGRAM COORDINATOR
ESTABLISHMENT
OF MENTOR-PROTEGE'
PAIR
Selects appropriate mentor
for protege"
In cases of conflict or mispairing,
assigns new mentor-protege' pairs
Maintains frequent communication
throughout assignment
Reprioritizes mentor's workload*
Maintains files of mentor-protege'
assignments
TRAINING
Identifies and provides on-the-
job guidance and instruction
Helps protege' Identify training
opportunities (example: site visits)
Provides feedback to supervisor
and protege* on protege's
performance
Identifies needs for
guidance, training and
development based
on own background
Identifies and approves training and
development opportunities as
needed
Maintains awareness of trends In
order to assess development needs
Provides/establishes office
administrative/technical procedures
for whole staff
Provides guides on how to
mentor for supervisors and mentors
Provides guide for protege on what to
expect and what is expected
EVALUATION OF
PERFORMANCE
Makes suggestions for
Improvement and helps protege*
set goals
Discusses protege's progress with
supervisor weekly
Verifies completion of mentoring
program in writing
Performs formal performance
appraisals of both mentor* and
protege'
Incorporates mentoring roles Into
mentor's performance appraisals*
Signs verification of successful
completion of mentoring program
for both mentor and protege1
Maintains records of completion of
mentoring assignments
Provides formal certificates for
mentors who have successfully
completed a mentoring
assignment
Confirms satisfaction of one of
STEP'S criteria
COACHING
Serves as protege's formal coach
Acts, with supervisor, as protege's
advisor
Coordinates with mentor
Demonstrates willingness
to learn
Promotes teamwork and mutual
support
Oversees mentor and protege'
ESTABLISHMENT OF
GOALS AND
EXPECTATIONS
Discusses with supervisor and
protege the checklist of activities
to be accomplished and anticipated
results of the pairing
Works with mentor to
accomplish goals
Develops explicit set of expectations
for mentor and protege'
Periodically reviews protege's
progress In accomplishing outlined
activities
Sets Support Program goals and
expectations
RESOLUTION OF
CONFLICTS
Helps protege handle minor on-the
job conflicts which may arise
Discusses "pairing" conflicts with
first-line supervisor and/or protege'
if they occur
Recognizes when
assistance is needed
and requests help
Discusses conflicts with
first-line supervior and/or
mentor if they occur
Resolves major on-the-job conflicts
Intervenes if problems arise in a
mentor-protege' pair; finds solution
If necessary, establishes a new
mentor-protege' pair; completes
revised form and sends to Support
Program Coordinator
Updates record to show
establishment of new
mentor-protege' pair
"In conjunction with other first-line supervisor if no mentor in own work unit is available
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OSWER Directive
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Assuring that the protege "shadows" the mentor so the protege
can learn by both observation and participation. Examples of
"shadowing" activities include attendance at public meetings,
on-site work, negotiation sessions, depositions, etc.
Applying any other program criteria that are specific to
Regional implementation of mentoring
Resolving problems that may arise between mentors and
proteges (e.g., initiating reassignments)
Providing rewards for the mentor's performance, as
appropriate.
You will also be responsible for reporting to the OSC/RPM Support Program
Coordinator, through appropriate channels, the accomplishments of each of
your mentor-protege pairings.
D. What are the Mentor's Responsibilities?
Mentors are needed to act as coaches who support, guide and
encourage the proteges. Specific responsibilities include:
Working regularly with the protege and supervisor to achieve
the objectives of the mentoring assignment
Applying effective coaching techniques when working with the
protege, including daily "shadowing"
Giving and receiving constructive feedback
Bringing any pairing problems to the attention of the first-line
supervisor
Clarifying with the supervisor and protege the goals,
procedures and anticipated results for the mentoring
assignment.
The mentor should report to you on the mentoring assignment's progress
on a frequent (at least weekly) basis. (See "The Mentor-Protege
Partnership: The Mentor's Guide.")
'E. What are the Protege's Responsibilities?
Proteges, in order to attain maximum benefit from mentoring, must,
at a minimum:
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Participate in mentoring as directed by their first-line
supervisor
Apply themselves fully to mentoring as a mandatory training
and development requirement
Cooperate with the mentor to maximize the developmental
experience available in this process
Bring to the attention of the first-line supervisor any problems
that occur with the pairing
Bring to the attention of the mentor any program-required
activities that do not appear to be getting accomplished during
the assignment.
The protege should work with the mentor to resolve any disagreements
related to the mentoring assignment. (See 'The Mentor-Protege
Partnership: The Protege's Guide.")
IV. WHAT SHOULD I DO TO ESTABLISH MENTORING FOR MY STAFF?
Implementation of this program will require a concerted effort on the
parts of the mentor, the protege, and you. The following pages describe
your role as the first-line supervisor in implementing mentoring, the
mentor selection process, pairing mentors and proteges, overseeing the
assignment, and handling conflicts that may arise from the assignment.
A. Are any of the First-Line Supervisor's Responsibilities Transferred
to the Mentor?
First and foremost, the first-line supervisor's regular supervisory
responsibilities do not change due to mentoring. The first-line
supervisor's duties include, among other things:
Planning subordinates' workloads
Setting priorities '
Assigning work
Listening to and attempting to resolve subordinate's complaints
At no time should these or any other duties customarily performed by
you as the first-line supervisor become the responsibility of the mentor.
The mentor acts as a role model and coach who supports, guides and
encourages the protege to become a productive contributor to the
Super-fund Program. The mentor's supportive functions exist in addition to
yours; you must retain supervisory responsibilities for the newly-hired
employee. The first-line supervisor and the mentor work together to plan
and discuss the protege's progress.
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B. Do Mentors and Proteges Have to Report to the Same First-Line
Supervisor?
The ideal (and usual) mentoring assignment is one where the mentor
and protege have the same first-line supervisor. However, there
occasionally may be a mentor-protege assignment where you are not the
"first-line supervisor" of both parties. For instance, your protege's mentor
may have been "borrowed" from another Section. In that situation, you, the
first-line supervisor of the protege, would be responsible for overseeing the
mentor-protege assignment to be sure your protege is obtaining the
benefits of the assignment. You would coordinate with the mentor's first-
line supervisor to ensure that the mentor's priorities are clear and to
provide input for the mentor's performance appraisal. As the protege's
first-line supervisor, you will have the day-to-day, hands-on developmental
responsibility for pairing your proteges with appropriate mentors and
working directly with the pairs -throughout the duration of their
assignment.
C, How are Mentors Selected?
The selection process for mentoring is crucial. You, as a first-line
supervisor, will be selecting a mentor for any newly-hired OSC or RPM
reporting to you. If you can identify OSCs or RPMs who already function in
some capacity as mentors (e.g.. someone who is frequently sought out by
others for advice), you may have a head start on recruiting people who are
motivated "coaches" for the formal mentor-protege partnerships. These
people may also help you identify others who might be successful mentors.
As many different experienced OSCs and RPMs as possible should be
recruited as mentors. This will help distribute the mentoring burden and
provide developmental opportunities for as many senior OSCs/RPMs as
possible. Remember, however, that mentoring is a voluntary assignment;
no OSC or RPM is required to serve as a mentor. Newly-hired employees
are required to go through the mentoring process; this is not an optional
assignment for the protege. Mentoring is considered a critical part of
their developmental process. It is your responsibility as the new
employee's first-line supervisor to actively seek a willing senior OSC/RPM
to serve .as a mentor. To do so, you should clearly explain the positive
aspects of serving as a mentor. In addition, the mentor might use the
assignment to satisfy part of the criteria required to progress through the
Structured Training and Evaluation Program (STEP) process. For example,
serving as a mentor could be used to satisfy STEP criteria for a person who
did not have experience as a trainer or instructor.
Listed below are characteristics to note when you are considering
OSCs or RPMs to serve as mentors:
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* Proposed mentors should ideally have at least two years
experience as an EPA Superfund OSC or RPM.
* Proposed mentors should be familiar with the training and
development courses available for Superfund employees. You
should provide your mentors with a list of available courses. This
can include both courses offered through EPA and through
outside sources. Contact the OSWER Training Coordinators to
obtain a list of available courses.
They should be recognized professionally by their peers and
managers.
They should be skilled in communicating to varied audiences.
* They should embody the skills, beliefs and values your Region
wishes to instill in its newly-hired OSCs and RPMs.
Of course, not every mentor will possess all of these characteristics. You
must use your own judgement when selecting a mentor to determine how
the individual might perform in the mentoring role.
. Talk with the proposed mentor before actually beginning the mentor-
protege pairing process to determine whether the person fully
understands the commitment he or she will be making when undertaking
a mentoring assignment. Explain the advantages gained by the mentor,
e.g., improving their management skills, extra assistance with their
workload, bringing a newly-hired employee "up-to-speed" quickly, gaining
a skilled contributor to the Superfund Program, recognition by superiors
and peers of the mentor's expertise, etc. (See 'V. How Can I Reward the
Mentor's Contributions," page 11.) Also, be sure the proposed OSC or RPM
is willing to assume this responsibility. An unwilling mentor will probably ,
not accomplish your mentoring goals.
Proposed mentors should be able to work closely and on a daily basis
with the protege during the three-month assignment. You may need to
help the mentor adjust his or her work schedule to allow for the time that
the mentor will need to spend with the protege. If you are not the first-
line supervisor of the mentor, you should discuss this need for adjusting
the mentor's workload with that mentor's first-line supervisor. Depending
upon existing knowledges, skills and abilities, and the protege's aptitude
for learning, he or she may become part of the solution to this dilemma.
The protege may be able to be of valuable assistance to the mentor in some
day-to-day activities.
This initial discussion period is an appropriate time for determining
whether the potential mentor has had prior mentoring experience, either
through mentoring another person or through being mentored at some
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point in their career. These experiences may have been formal or
informal, but either way they may be beneficial. Ask the OSC or RPM to
share with you, and other mentors in your Region, their mentoring
experiences.
There may be an occasion when it is necessary to go to other sections
or work units to seek mentors (e.g., if you need to assign a mentor to a
protege and no one is currently available in your work unit). Work with
your Branch Chief and other section/unit heads in your Region's Superfund
office to assign a mentor when you need one for a newly-hired employee.
Use this method also to obtain an assignment for an OSC/RPM who is
anxious to participate as a mentor in a mentor-protege relationship when
you have no new employee in your work unit.
In the situation in which two first-line supervisors are involved, it is
critical that administrative relationships be worked out carefully. Many
issues must be considered including:
Assigning work to the mentor and protege
Sites/work areas to be involved
Work products required of the protege
Reporting relationships
Authority
Inputs to performance appraisals
Establishing work load priorities.
These issues must be resolved between the first-line supervisors prior to
beginning the mentoring assignment. It would be advisable, in those cases,
for you and the mentor's first-line supervisor to meet regularly on these
issues. The objective is a smooth, collegia! working relationship in which
the protege can grow as rapidly and extensively as possible.
D. What is Involved in Assigning a Mentor-Protege Pairing?
Assignment of a mentor-protege pairing is another area requiring a
great deal of consideration by you as the first-line supervisor. Newly-hired
employees will have different mentoring needs. Potential mentors will
have certain available strengths. Matching the two will be crucial.
Following are some suggested steps to follow:
Discern all you can about a protege's needs and, to the extent
possible, provide the mentor most capable of fulfilling those
needs. For example, a newly-hired employee with twenty years
of hazardous materials (e.g., HAZMAT) experience will need to
learn EPA-specific methods, whereas a newly-hired employee
who has recently graduated from college and has little work
experience will need more basic information on clean-up
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activities. The importance of the value of both theoretical
learning and actual experience must be made clear from the
very beginning.
After you have selected your mentor-protege pairing, it is
recommended that you schedule a meeting with the mentor
first and then the mentor and protege to discuss the
assignment and its effective start date. Ideally, the start date
will be the protege's first day on the Job. Prior to your first
meeting with the mentor, give your mentor a copy of the
corresponding guide to this one, "The Mentor-Protege1
Partnership: The Mentor's Guide." Likewise, provide your
protege with a copy of "The Mentor-Protege Partnership: The
Protege's Guide." Separate Checklists of Activities (See
Appendices A and B) are available for OSCs and RPMs. Discuss
with the mentor how to accomplish the activities set out in the
checklist within the confines of his/her existing workloads.
Discuss with the protege your expectations for accomplishing
the checklist activities, as well as establishing priorities and
definitions of the mentor's, proteges, and your respective roles.
When the assignment is first made, the mentor and protege
should be told how mentoring is implemented within their
Region, the role the supervisor plays in the process, and what
is expected to have occurred at the conclusion of the
assignment.
When you have selected a mentor for your newly-hired OSC or
RPM, complete the Mentor-Protege Assignment Form (see
Appendix D) and return it (through channels, as directed by
Regional Division and/or Branch policy) to:
OSC/RPM Support Program .
OSWER/OPMT/Technology Staff
U.S. Environmental Protection Agency
401 M Street, SW (OS-110)
Washington, DC 20460
Attention: Mentoring Coordinator
Your Region may have identified a contact person (e.g., OSWER Training
Coordinators) for collecting, recording, and forwarding the assignment
form. If you do not have a central contact person, you should take
responsibility for forwarding the Assignment Form to the address above.
OSWER will record this information for future use in evaluating the
Regions' implementation of mentoring as well as validating the
accomplishment of STEP criteria for both the protege and mentor.
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E. What Do I Do If Conflicts Arise?
If a problem arises between the mentor and protege, it should be
resolved quickly. Hopefully, you will become aware- of any potential conflict
through your frequent communications with the mentor and protege. You
may wish to discuss the assignment with the mentor and the protege every
couple of days during the first three weeks to address conflicts
immediately if they should occur. For example, the mentor may leave the
position or may experience an unplanned, major workload shift. If the-
mentor is unable to remain in the assignment, you will need to assign the
protege another mentor to complete the duration of the assignment.
If you should need to assign a protege to another mentor, send a copy
of your original assignment form, again through appropriate channels, to
the address above. Complete the 'Termination Prior to Completion"
portion' of the form. Sign and date this form before sending it in. When
assigning the protege to a new mentor, forward an additional Mentor-
Protege Assignment form to the address shown on the form. Check the
"Reassignment" box at the top of the form. The length of this new
assignment (i.e., a full three months with the new mentor or completion of
the remainder of the three-month time period that existed under the prior
mentor-protege assignment) may be based on the accomplishments that
resulted from the prior assignment. You should -determine this by talking
with the mentor and the protege (separately or together, whichever is
appropriate to a particular situation) and by reviewing the "Checklist of
Activities" to see what activities have been undertaken. Indicate the length
of this reassignment on the newly-submitted form. The protege is
required to receive three full months of formal mentoring and you are
required to assure that this is accomplished.
You may at some time be confronted with a mentor-protege pairing
who are unable to work effectively together. Your options in such a
situation include:
* Attempting to resolve the conflicts if this appears at all possible
* Assigning a different mentor to the protege, and notifying
OSWER of the change, as indicated above.
You must be prepared to handle a conflict situation if it occurs. You should
instruct your mentor and protege at the outset that they should come to
you immediately if this appears not to be a positive working relationship.
V. HOW CAN I REWARD THE MENTOR'S CONTRIBUTIONS?
The OSCs and RPMs who participate in this mentoring plan will be
adding the responsibility of coaching a newly-hired Superfund employee to
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a workload that may already be very challenging to meet. Although the
ultimate reward to the Superfund Program, the supervisor, and the mentor
will be a well-trained addition to the Region's OSC/RPM workforce, the
individual efforts of the mentor must be recognized and rewarded. Listed
below are some ideas of possible benefits to the mentor. These may be
useful to point out when encouraging potential mentors to take an active
role in mentoring.
Benefits for undertaking mentoring assignments may include:
* Potential for growth and development of the mentor's
management and leadership skills
* Contribution to the development of a qualified Superfund OSC or
RPM (one who can more readily substitute or take over for
another OSC or RPM who may also one day serve as a mentor)
* Satisfaction of serving as a role model or teacher in one's
profession
* Potential for establishing rewarding professional relationships
Fostering teamwork, which may increase the capability of the
work unit to achieve its goals
Receiving professional, basic level assistance with your workload
as the protege progresses through the three month "shadowing"
process
* Recognition of the mentor's expertise by management and
peers.
The mentor may receive additional benefits by the Region:
* Formally acknowledging the successful mentoring assignment in
the mentor's performance appraisal
* Identifying tasks currently being performed by the mentor that
may be performed by the protege during the three-month
assignment
* Avoiding assigning the mentor any additional administrative
responsibilities (e.g.,.special reports, work groups, etc.) during
the assignment if the mentor does not wish to have those
responsibilities added to the existing workload
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* Giving the OSC or RPM responsibility for one less site or project,
if this is feasible
* Providing peer and supervisory recognition of -the OSCs' >and
RPMs1 participation through mention in Regional and
Headquarters communications.
These are only suggested benefits. Your Region may come up with other
innovative ideas, consistent with EPA and Regional personnel recognition
and reward policies.
In addition to these inducements, a certificate that recognizes the
OSC or RPM as a "Designated Mentor for the Superfund OSC/RPM Support
Program" will be awarded after successful completion of the OSCs or
RPM's first mentoring assignment.
VI. WHAT DO I DO AT THE CONCLUSION OF THE ASSIGNMENT?
Notify the Mentoring Coordinator of the assignment's conclusion by
completing the bottom portion of a copy of the Assignment Form originally
submitted and sending it to the OSC/RPM Support Program Mentoring
Coordinator. A certificate bearing the mentor's name will be sent directly
to the mentor or through channels, if Regional Mangement wishes to
publicly recognize the mentor (e.g., at a staff meeting). This preference
should be indicated to the Mentoring Coordinator when the form
documenting the assignment's completion is returned.
VII. WHAT'S THE BOTTOM LINE?
These guidelines on selecting, assigning and rewarding mentors are
designed to guide the first-line supervisor in overseeing a mentor-protege
assignment. As mentoring progresses through its implementation phase,
you may discover other ideas for encouraging your OSCs and RPMs to serve
as mentors and improving the process overall. You are encouraged to share
these discoveries with participants from other Regions and with the
OSC/RPM Support Program Mentoring Coordinator. By sharing your
knowledge and experiences as the OSC/RPM Support Program mentoring
process evolves, you will be making a valuable contribution to the success of
the Superfund program.
13
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APPENDIX A
CHECKLIST OF ACTIVITIES FOR OSCs
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SUPPORT
PROGRAM
CHECKLIST OF ACTIVITIES FOR MENTORS
GENERAL GUIDELINES
These General Guidelines provide the mentor and protege
with a broad overview of the OSC/RPM Support Program's
mentoring process and instructions for using the accompanying
checklist of activities. Subjects covered include:
A brief summary of the OSC/RPM Support Program's
mentoring process '--^ -
' The role of the mentor HV; ;:vป,.,:^:.?-..; ;..< w^.---':"-^--'--
How to work with the protege - :.;-^ :s : '''*'":'".':
Instructions .for using the checklist of activities.
In addition to reviewing 'these General Guidelines, the mentor
should read "The Mentor-Protege Partnership: A Guide for
Mentors." Corresponding Guides have been developed for
first-line supervisors, "The Regional First-Line Supervisor's
Guide for Selecting, Assigning and Rewarding Mentors," and
for Proteges, "The Mentor Protege Partnership: _, The Protege's
Guide." ; , " " .,,
I. THE SUPERFUND QSC/RPM SUPPORT PROGRAM MENTORING PROCESS.
I
The Superfund OSC/RPM Support Program's mentoring
process has been developed to foster professional growth and
job satisfaction among EPA's newly-hired On-Scene . . - :
Coordinators (OSCs) and Remedial Project Managers "(RPMs) . ' ' :'"::
The program involves the creation of mentor /protege
relationships between Superfund 's experienced and newly-hired
OSCs. Based on your experience, you have been asked to
participate in mentoring by serving as a mentor to a newly-
-- -
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hired OSC who has been assigned to you as a protege. Your
efforts on behalf of your protege may -help instill a clearer
understanding of this important job and increase self-
confidence in your p'rotege. At the same time, your efforts
will enable you to enhance your leadership skills while
contributing to the- overall success of the Superfund Program.
II. THE ROLE OF A MENTOR.
In general, a mentor's role involves providing a guided
learning experience to the new employee (your protege). This
is best done through open, two-way communication with
proteges as you guide them through the training and
orientation they need to rapidly bring them "up to speed" in
performing their responsibilities. A mentor becomes, both
teacher and advisor to a protege in all of the protege's job-
related activities. A mentor will be assigned only one
protege at a time.
You are requested to serve actively as a mentor for
three months, commencing with the acceptance of this
assignment. During this time, you will guide your protege
through most of the activities listed on this checklist. You
may also identify additional activities that would be of
benefit to your protege. Mentoring efforts undertaken in
other agencies and the private sector have shown that mentors
willingly continue to act as advisors to their proteges after
the formal assignment period has ended. We hope that these
positive experiences will hold true for EPA's mentors and
proteges as well. '
You and the first-line supervisor will work closely with
the protege during the assignment. However, you will not be
given (nor should you undertake) any supervisory
responsibilities for a protege. Supervision remains the
responsibility of the first-line supervisor. Since serving
as a mentor will make demands on your time, it is important
that you work with your first-line supervisor to adjust your
workload to accommodate time spent with your protege.._ You .
and the first-line supervisor should'also determine the ''
frequency with which you will report on your protege's
progress. We suggest you meet at least oncet each week. ;
During the first month of the assignment, you may decide to
meet more frequently. At the conclusion of the assignment,
the first-line supervisor will ask the mentor and protege to
sign a form that verifies completion of the assignment. *
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III. WORKING WITH YOUR PROTEGE.
Your protege will require support and encouragement from
you. Keeping this in mind, you, your protege, and your
first-line supervisor should develop together a realistic set
of expectations and goals for the protege to accomplish. As
you work with your protege, it is important that you relate
anecdotes and incidents from your own experience that helped
you become a more effective Superfund OSC. o; :'\'H :ii|
Initially, it is suggested that you spend a significant
portion of each work day with your protege. You may have'
your protege accompany you as an observer at meetings, listen
to phone discussions, or observe other of your activities.
You should explain to the protege the significance of each of
these activities and discuss his or her observations. There
may also be situations where you can provide anecdotes of
your own experiences as a newly-hired employee. At a
minimum, it may be useful to meet early each morning to
discuss the agenda for that day, and then again at the close
of business to discuss the day's events. The amount of
additional time you spend together should depend on the
specific activities that occur that day. .After perhaps four
weeks or so, you may see fit to reduce the frequency of your
meetings and encourage your protege to undertake some tasks
independently, then report to you afterwards. As your
protege becomes increasingly self-sufficient, you can adjust
the frequency of time spent together to meet both your needs.
However, during the three months, you and your protege should
at least touch base once each day. ",.''
IV. THE CHECKLIST OF ACTIVITIES.
The following checklist of activities for your protege
to accomplish has been devised as a guide for you and your .;.,
protege to use during the mentoring assignment. ..Although / t
completion of some of the activities listed is required, the
order in which the activities are accomplishedis,notA/%fe.-<
mandatory. (The first-line supervisor will provide your:'.
protege with a copy of this checklist so he/she is aware of v
the activities to be undertaken.) The checklist includes .. ;.
activities to which newly-hired OSCs should be exposed during
the three-month formal assignment. Whenever possible, the ;
protege should actively participate in these activities. .:.-.-
Also, try to identify other OSCs the protege may benefit 'from
"shadowing" and arrange for them to spend some time with the
protege. Plan to provide "hands-on" instruction for most of
these activities. You may be able to add to this list as
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unanticipated situations arise. Always keep in mind what a
protege may be able to gain from an experience.
To complete the Checklist, provide the date that the OSC
was exposed to and/or accomplished an activity in the space
provided in the right-hand column, adjacent to the ; .* ;
recommended activity. If your protege is exposed to or
involved in activities other than those suggested on the
checklist, include a brief description of the activities, the
protege's extent of involvement, and the dates the activities
occurred. '".'-'..
Do not view the checklist as a chronological framework
that must be followed rigidly during the instruction period.
The checklist is intended as an over-all summary of the
topics, activities, and people your protege should grow
acquainted with during this three-month assignment. You may
proceed through the items on the checklist according to any
sequence or time-frame you and the first-line supervisor deem
appropriate. .. . ... -.;: . -,
''' '' ' '' ''"' "'' ''" '"
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Checklist of Activities for OSC Mentors
I. GENERAL ORIENTATION Date
Completed
* Introductions (e.g. to Branch and Division personnel, ,' > "
Regional Counsel, to Enforcement staff, Community
Relations personnel, support staff, etc.)
*r Review Internal Office Policies and Procedures, ._.',-> V"-:*i:-.v--^
Including Travel Policy, etc., and Layout of Facility '""' '" "
Discuss Protege's Goals for Training and Development _______
* Review and discuss CERCLA Orientation Manual
* Discuss OSC Legal Authorities (CERCLA, NCP, etc.) > .-:
Provide Protege with Copies of Legal Authorities ;
Discuss How Authorities are Referenced
and Applied '
Observe Regional Work Group Meeting
General Overview of Superfund Remedial Process
* List of Superfund Acronyms (to be provided)
* Discuss General Health, Safety, and Security Issues
On-Site Procedures
Liability - , i, '
Sign up for Safety Course / '
(ERT or second half of Session A of
Basic Training Academy)
OSHA Regulations (29 CFR1910)
Other
II. PROGRAMMING AND PLANNING SYSTEMS
: :? Interfaced
Introduced by Protege
bv Mentor (if applicable)
* ERNS
* SPMS
* CERCLIS ......
* Removal Cost Management
. System (RCMS)
OSWER Electronic Bulletin Board
Other
* Refers to activities to which a protege must be exposed or accomplish during the three months.
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Checklist of Activities for OSC Mentors
III. GUIDANCE DOCUMENTS
*
*.
*.
*.
"Emergency Response Cleanup Services Contracts
(ERGS) User's Manual" .
"Superfund Federal-Lead Remedial Project Management
Handbook"
"Superfund State-Lead Remedial Project Management
Handbook"
"Removal Cost Management Manual" .-#r^li
"Interim Guidance for Compliance with ARARs"
"The Role of Expedited Response Actions Under SARA"
"Revised Procedures for Implementing Off-Site Response
Actions"
"Compendium of Superfund Field Operations Methods"
"Superfund Public Health Evaluation Manual"
"User's Guide to the Contract Laboratory Program"
TAT User's Manual v
Removal Guidance *\
Superfund Removal Procedures
Other
Document Provided
or Location Shown
IV. TRAINING COURSES
Date
Registered
OSC/RPM Basic Training Academy
Session A
OSC/RPMBasic Training Academy
SessionB
OSC/RPM Basic Training Academy
Session C
AND/OR
Date(s)
Attended
*.
Hazardous Materials Incident
Response Operations (Health and
Safety) (may be taken through Basic
Training Academy)
OSC/RPM Basic Skills Course
ARARs Workshop
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Checklist of Activities for OSC Mentors
* Contract Administration Training
(part of Basic Training Academy)
Project Officer Certification Course
(part of Basic Training Academy)
Superfund Response Agreements
Seminar
Other
V. POTENTIALLY RESPONSIBLE PARTY (PRP) ACnvmES
Observed Participated
PRP Search
PRP Notification
PRP Negotiations .
Criminal investigation ""' .
VI. REMOVAL OPERATION ACnVTITES ,
' - Observed Participated
Discovery/Notification Procedures
Receiving Notifications
Determine Need for Response
When to Convene the RRT
When to Call ERT
Preliminary Assessment
Other 104(b) Investigations
Obtain Site Access
Response Qassification (e.g., classic,
time critical)
Use of $50,000 Authority (If applicable)
When/How To Acquire
.;-:_; Regional Approval ..*.
J- When/How To Acquire ^-^.^
.,;-"' HQ Approval / a
Coordinating With:
USCG
State/Local Government
ATSDR
Other '
Management of Cleanup Services
- Assigning Work to TAT
- AssigningWok to ERGS Contractors
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Checklist of Activities for OSC Mentors
-Access Other Cleanup Services
Recoidkeeping/Documentation for ^
Cost Recovery & - - ^*&^ " -1
Response Reporting
POLREPS
: - Special Report ( ) % ^ ^
,^r . OSC Report "" ,
Gose-out Procedures
RCRA/Land Ban Decisions ซ
* c-c Scoping Job -.;r - ~-
* Directing Contractors > .- ^-^
* Initiating/Directing TAT Special Project
* Documenting Performance (Award Fee)
* Other
VH. SPECIAL CIRCUMSTANCE ACTIVITIES
4- ' " Observed Participated
"'. - * ---
ซ Removal Operation in Floodplain/ i';
Wetlands ...... . . , .- . ;:%,.:ซ...-;. ,- '
Removal Operation at Federal Facility 1 ' _______
Response on Native American Lands = ' '
Response Involving Radioactive Waste .
Response Involving Evacuation/Temporary
Relocation * .. ^--'- ^,<--]. -'' ' ' -
VIII. DOCUMENTATION REQUIREMENTS
Reviewed and or
Helped Produce
Site Access Agreement v - .- ...:-.*
Site Safety Plan - ป ^ ____-^__
Memorandum of Understanding .'. .-,, - ,
with EPA and Other Agency ,;, : ,, r-^ฃฃ_21__.
* Written PRP Notification ; ^ v ;i ; I______
ฃ
ERGS Delivery Order ;./ :"-' ^ __^_ **
Accident Report .^^^.- ' .-
Entry/ExkLog . - : ; ^ ______
Cost Documentation ^ ;v c ;: ; - -
Administrative Record ;
Pre-Removal Records ^ w ' - - -'
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Checklist of Activities for OSC Mentors
Action Memorandum
Less than $2M/Year
More than $2M/Year
Administrative Record
X. A. SUEVISITLOG
(Note: (#) site visits are required; trip report must be developed for
each, containing the protege's summary of observations and activities.)
Site Name/No.
Purpose
B. OVERVIEW OF FIELD ACTIVITIES
Well Drilling and Installation
Soil Boring and Sampling
Ground-Water Sampling
Surface Water and Sediment Sampling
Waste Sampling
Air Sampling
Geophysical Investigations
General Field Procedures
Equipment decontamination
Personnel protection
Chain-of-custpdy
Sample snipping
Drum Sampling
Observed : Participated
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Checklist of Activities for OSC Mentors
XL OTHER ACTIVITIES NOT INCLUDED ON THIS LIST
Observed Participated
10
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APPENDIX B
CHECKLIST FOR ACTIVITIES FOR RPMs
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PROGRAM
CHECKLIST OF ACTIVITIES FOR mฎm MENTORS
GENERAL GUIDELINES
These General Guidelines provide the mentor and protege, with
a broad overview of the OSC/RPM Support Program's mentoring
process and instructions for using the accompanying checklist of
activities. Subjects covered include:
A brief summary of the OSC/RPM Support Program'-s
mentoring process
The ro'le of the mentor
How to work with the protege
Instructions for using the checklist of activities.
In addition to reviewing these General Guidelines, the mentor
should read "The Mentor-Protege Partnership: A Guide for
Mentors." Corresponding Guides have been developed for first-line
supervisors, "The Regional First-Line Supervisor's Guide for
Selecting, Assigning and Rewarding Mentors," and for Proteges,
"The Mentor Protege Partnership: The Protege's Guide."
I. THE SUPERFUND QSC/RPM SUPPORT PROGRAM MENTORING PROCESS.
The Superfund OSC/RPM Support Program's mentoring process has
been developed to foster professional growth and job satisfaction
among EPA's newly-hired On-Scene Coordinators (OSCs) and Remedial
Project Managers (RPMs). The plan involves the creation of
mentor/protege relationships between Superfund's experienced and
newly-hired RPMs. Based on your experience, you have been asked
to participate in mentoring by serving as a mentor to a newly
hired RPM who has been assigned to you as a protege. Your efforts
on behalf of your protege may help instill a clear understanding
1
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of this important job and increase self-confidence in your
protege. At the same time, your efforts will enable you to
enhance your leadership skills while contributing to.the overall
success of the Superfund Program.
II. THE ROLE OF A MENTOR.
In general, a mentor's role involves providing a guided
learning experience to the new employee (your protege). This is
best done through open, two-way communication with proteges as you
guide them through the training and orientation they need to '
rapidly bring them "up to speed" in performing their
responsibilities. A mentor becomes both teacher and advisor to a
protege in all of the protege's job-related activities. A mentor
will be assigned only one protege at a time.
You are requested to serve actively as a mentor for three
months, commencing with the acceptance of this assignment. During
this time, you will guide your protege through most of the
activities listed on this checklist. You may also identify
additional activities ,that would be of benefit to your protege.
Mentoring efforts undertaken in other agencies and the private
sector have shown that mentors willingly continue to act as
advisors to their proteges after the formal assignment period has
ended. We hope that these positive experiences will hold true for
EPA's mentors and proteges as well.
You and the first-line supervisor will work closely with the
protege during the assignment. However, you will not be given
(nor should you undertake) any supervisory responsibilities for a
protege. Supervision remains the responsibility of the first-line
supervisor. Since serving as a mentor will make demands on your
time, it is important that you work with your supervisor to adjust
your workload to accommodate time with your protege. You and the
first-line supervisor should also determine the frequency with
which you will report on your protege's progress. We suggest you
meet at least once each week. During the first month of the
assignment, you may decide to meet more frequently. At the
conclusion of the assignment, the first-line supervisor will ask
the mentor and protege to sign a form that verifies completion of
the assignment.
III. WORKING WITH YOUR PROTEGE.
Your protege will require support and encouragement from you.
Keeping this in mind, you, your protege, and your first-line
supervisor should develop together a realistic set of expectations
and goals for the protege to accomplish. As you work with your
protege, it is important that you relate anecdotes and incidents
2
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from your own experience that helped you become a more effective
Superfund RPM.
Initially, it is suggested that you spend a significant
portion of each work day with your protege. You may have your
protege accompany you as an observer at meetings, listen to phone-
discussions, or observe other of your activities. You should
explain to the protege the significance of each of these
activities and discuss his or her observations. There may also be
situations where you can provide anecdotes of your own experiences
as a newly-hired employee. At a minimum, it may be useful to meet
early each morning to discuss the agenda for that day, and then
again at the close of business to discuss the day's events. The
amount'of additional time you spend together should depend on the
specific activities that occur that day. After perhaps four weeks
or so, you may see fit to reduce the frequency of your meetings
and encourage your protege to undertake some tasks independently,
then report to you afterwards. As your protege becomes
increasingly self-sufficient, you can adjust the frequency of time
spent together to meet both your needs. However, during the three
months, you and your protege should at least touch base once each
day.
IV. THE CHECKLIST OF ACTIVITIES.
The following checklist of activities has been devised as a
guide for you to use while working with your protege. Although
completion of some of the activities listed is required, the order
in which the activities are accomplished is not mandatory. (The
first-line supervisor will provide your protege with a copy of
this checklist so he/she is aware of the types of activities to be
undertaken.) The checklist includes activities to which newly-
hired RPMs should be exposed during the three-month formal
assignment. Whenever possible, the protege should actively
participate in these activities. Plan to provide "hands-on"
instruction for most of these activities. Also, try to identify
other RPMs the protege may benefit from "shadowing" and arrange
for them to spend some time with the protege. You may be able to
add to this list as unanticipated situations arise. Always keep
in mind what a protege may be able to gain from an experience.
To complete the checklist, provide the date that the RPM was
exposed to and/or accomplished an activity in the right-hand
column, adjacent to the recommended activity. If your protege is
exposed to or involved in activities other than those suggested on
the checklist, include a brief description of the activities-, the
protege's extent of involvement, and the dates the activities
occurred.
Do not view the checklist as a chronological framework that
must be followed rigidly during the instruction period. The
3 -
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checklist is intended as an over-all summary of the topics,
activities, and people your protege should grow acquainted with
during this three-month assignment. You may proceed through the
items on the checklist according to any sequence or time-frame you
and the first-line supervisor deem appropriate.
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Checklist of Activities for RPM Mentors
GENERAL ORIENTATION Date
Completed
* Introductions (e.g.; to Branch and Division personnel,
Regional Counsel, Enforcement staff, Community
Relations personnel, support staff, etc.)
* Review Internal Office Policies and Procedures, Including
Travel Policy, etc., and Layout of Facility, FQIA's
* Discuss Protege's Goals for Training and Development
* Review and Discuss CERCLA Orientation Manual
* Discuss RPM Legal Authorities (CERCLA, NCP) '
Provide Protege with Copies of Legal Authorities
Discuss How Authorities are Referenced and Applied
Observe Regional Work Group Meeting
* List of Superfund Acronyms (to be provided)
* Discuss General Health, Safety, and Security Issues
On-Site Procedures
Liability
Sign up for Safety Course (ERT or
Basic Training Academy, Session A)
Sign-up for Medical Monitoring
Other '
PROGRAMMING AND PLANNING SYSTEMS
Interfaced
Introduced by Protege
bv Mentor (if applicable")
* SPMS
* CERCLIS _____
* OSWER Electronic Bulletin Board
* Other
GUIDANCE DOCUMENTS
Document Provided
or Location Shown
"Guidance for Conducting RI/FS Under CERCLA"
* "RPM Primer"
* "Superfund Federal-Lead Remedial Project Management
Handbook"
* "Superfund State-Lead Remedial Project Management
Handbook"
"Interim Guidance for Compliance with ARARs"
"Compendium of Superfund Field Operations Methods"
Refers to activities to which a protege must be exposed or accomplish.
4
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Checklist of Activities for RPM Mentors
"Superfund Public Health Evaluation Manual"
"User's Guide to the Contract Laboratory Program"
"Work Assignment Procedures for Remedial Contracts"
"ARCS Contracts User's Manual"
ROD Guidance
RD/RA Guidance
State Lead Guidance If Appropriate
Other
TRAINING COURSES
Date Registered
Datefe) Attended
OSC/RPM Basic Training
Academy - Session A (Cannot be
Fully Accomplished During Three
Months; Should at Least Be
Registered for Next Available Course),
OSC/RPM Basic Training
Academy - SessionB _
OSC/RPM Basic Training
Academy - Session C
AND/OR
CERCLA Orientation
Hazardous Materials Incident
Response Operations (Health
and Safety)
OSC/RPM Basic Skills Course
RI/FS Workshop
Negotiations/Depositions
ARARs Workshop
Contract Administration Training
Project Officer Certification Course
(part of Basic Training Academy)
Superfund Response Agreements
Seminar
Other
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Checklist of Activities for RPM Mentors
V. PROJECT MANAGEMENT ACTIVITIES
Observed Participated
' Preliminary Assessment
Site Investigation
- Set up Sampling Plan
- Observe Sampling
* RI/FS
- Scoping Activities
- Site Characterization (Field Investi-
gation Activities)
- Community Relations
- Development of Alternatives
- Screening of Alternatives
- Treatability Investigations
- Detailed Analysis of Alternatives
- ROD Preparation
* Remedial Design
* Remedial Action
* Coordinating With:
State Government
-ATSDR
- Corps of Engineers
- Others
* Contractor Management
- Scoping /
- Director Contractor
- Documenting Performance
= WA/SOW Preparation
- Project Scheduling
* Financial Management
- Cost Estimating etc. (Covered in
Basic Training Academy, Session A)
- LOE Determination
VI. DOCUMENTATION REQUIREMENTS
Reviewed and/or
Helped Produce
Initial Investigation Report
Preliminary Assessment Report '
Site Project Operations Plan
Pilot and Bench Scale Study Reports
Site Investigation Report
RI/FS Workplan
Health'and Safety Plan
QA/QCPlan
6
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Checklist of Activities for RPM Mentors
* Remedial Investigation Report
* Feasibility Study Report
* ROD
Responsiveness Summary
* Remedial Design Report
Enforcement Status Report
* Community Relations Plan
Contractor Work Plan
Contractor Progress Reports
State Quarterly Report
Interagency Agreement
MOU with State
Administrative Record
vii. PRP AcnvmES FOR ENFORCEMENT ONLY RPMS
Administrative Orders
Consent Decrees
Referrals
VIII. A. SITE VISIT LOG
(Note: (#) site visits are required; trip report must be developed,)
Site Name/No.
Purpose
B. OVERVIEW OF FIELD ACTIVITIES
Well Drilling and Installation
Soil Boring and/or Sampling
Ground-Water Sampling
Surface Water and Sediment Sampling
Hazardous Materials Sampling
Air Sampling
Geophysical Investigations
Construction
7
Observed Participated
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Checklist of Activities for RPM Mentors
General Field Procedures .
- Equipment decontamination
- Personnel protection
- Chain-pf-eustpdy
- Sample shipping
IX. OTHER ACTIVITIES NOT INCLUDED ON THIS LIST
Observed
Participated
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APPENDIX C
BIBLIOGRAPHY
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Bibliography
If you are interested in learning more about mentor/protege relationships,
there is a broad range of literature available on the subject of mentoring. The
following is a partial listing of available publications that you may wish to
peruse.
Barks, J. & Vocino, J. "Career Wastelands: The Way Out." Distribution. March
1988, pp. 28-34.
Buonocore, Anthony. "Reducing Turnover of New Hires. (Mentoring as a
Method of Guiding New Employees)." Management Solutions. June
1987, p. 5.
Burke, R.J. "Mentors in Organizations." Group & Organization Studies.
September 1984, pp. 353-372.
Colwill, N. & Pollock, M. "The Mentor Connection Update." Business Quarterly
(Canada). Fall 1987. pp. 16-20.
Farren, C., Gray, J. & Kaye, B. "Mentoring: A Boon to Career Development."
Personnel. Nov./Dec. 1984, pp. 20-24.
Hennefrund, William. "Taking the Measure of Mentoring." Association
Management. Jan. 1986. pp. 78-83.
Hunt, D.M. & Michael, C. "Mentorship: A Career Training and Development
Tool." Journal of Library Administration. Spring 1984, pp. 77-95.
Kram, Kathy. Mentoring at Work: Developmental Relationships in
Organizational Life. University Press of America, 1988.
Orth, C., Wilkinson, H. & Benfari, R. "The Managers Role as Coach and Mentor."
Organizational Dynamics. Spring, 1987 pp. 66-74.
Piontek, S. "Proteges & Mentors Share Joys and Pains." National Underwriter
Life & Health Insurance. April 1985, pp.2, 30.
Roche, Gerard "Much Ado About Mentoring." Harvard Business Review.
January/February 1979, pp. 14-28.
Shea, F. Gordon. Mentors and Mentoring: A Guide for Your Personal Growth in
the Organization. Wiley, 1988.
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March 14, 1989
Sheeran, L & Fenn, D. "The Mentor System." /ML June 1987, pp. 138-142.
Sublette, Bill. "The Elusive Mentor." UVA Alumni News. July/August 1983, pp. 7-8.
Willbur, Jerry. "Does Mentoring Breed Success?" Training and Developmental
Journal. November 1987, pp. 38-41.
Zey, Michael "A Mentor for all Reasons." Personnel Journal. January 1988, pp.
46-51.
Zey, Michael G. The Mentor Connection. Dow Jones-lrwin, 1984.
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OSWER Directive
9285.9-02
APPENDIX D
Mentor-Protege Assignment Form
PILOT
5/89
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SUPPORT
PROGRAM
MENTOR/PROTEGE ASSIGNMENT FORM
For: (Check One)
CSC ( | Original Mentor/Protege Assignment I I
I I Reassignment of Mentor/Protege Pair
1. MENTOR (Name, Mail Code, Phone Number,
Region A Program Name)
2. PROTEGE (Name, Mail Code, Phone Number,
Region & Program Name)
3.1*t-LINE (Name, Mail Code, Phone Number,
SUPERVISOR Region & Program Name)
4. 2nd-LINE SUPERVISOR
(Name. Mail Code &
Phone Number) .
5. Date Assignment Made
6. Anticipated Date of Completion
7. Is this the first assignment for this Mentor?
(First-time mentors receive Certificate after
completion of assignment.)
8. Signatures and Date
1st-LJne Supervisor
Date
2nd-Uine Supervisor
Date
Complete this form for every mentor/protege assignment made. Retain a copy for your file
and submit original through your second-line supervisor to:
OSC/RPM Support Program
OSWER/OPMT/Technology Staff
U.S. Environmental Protection Agency
401 M Street, SW (OS-110)
Washington, DC 20460
Attention: Mentoring Coordinator
AT THE CONCLUSION OF THE ASSIGNMENT submit additional copy of completed form to OSC/RPM Support
Program with following information:
Date Assignment: Completed:
":;::: :; Protege Mentor
Was assignment terminated prior to expected completion date?
(1) If yes. termination date ,
First-Line: Supervisor
YES CD NO
(2) Name of new mentor (attach new assignment form)
OSC/RPM Support Program Office Use Only:
Notified of Assignment Completion:
Comments (if any):
Date/Initials
Certificate Sent to Mentor
Date
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