United States       Office of Administration
Environmental Protection    and Resources Management
Agency         Washington, DC 20460
Office of Human Resources Management
Summary Report of
Human Resources
Council Meeting
Andrew W. Breidenbach
Environmental  Research Center
Cincinnati, Ohio
October 16-18,1985

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                SUMMARY REPORT




                      OF




       HUMAN RESOURCES COUNCIL MEETING
            Andrew W. Breidenbach



        Environmental Research Center



               Cincinnati, Ohio



                 October 1985
United States Environmental Protection Agency



     Office of Human Resources Management

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      The Cincinnati meeting of the Human Resources Council made  it

 very clear that change  is  occurring  and  we  are  making  real  progress

 in a number of  areas of human resources management  in EPA.   In addi-

 tion to  advising and working with the Office of  Human Resources Man-

 agement, one  of the most  gratifying  aspects of the Council  is the

 way in  which  the members have worked to bring about changes  within

 their own offices.


      We  are continuing the practice of printing summaries of the pres-

 entations and showcases given at  the Human Resources Council  meetings

 because  we believe  the work of  the  Council is  of  interest to  many

 employees at  EPA.   The  summary booklet is our means of sharing the

 ideas and transmitting to others some of the excitement and enthusiasm

 surrounding the Council.  We hope you will find the contents  both in-

 teresting  and  useful.   If you are  considering  adapting  any of  the

 showcase  ideas  for  use  in  your Office, you  may want to discuss  them

 with  the  contact person whose name appears  at the  beginning of  each

 showcase  summary.


     We  are proud of what  is happening around EPA  and we are  confi-

 dent that  the Council will continue to be a positive force.
         .
Kirke Harper, Dii/£ctor
Office of Human Resources
Management
                                                          ^*r/
     Paul Keougtf; Chair
Human Resources Council

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                                     CONTENTS
 I.      ADDRESS BY DR.  JOHN  H.  ZENGER


 II.     ADDRESS BY A. JAMES  BARNES


 III.    ADDRESS BY HOWARD M. MESSNER


 IV.     ADDRESS BY NATHANIEL SCURRY


 V.      SHOWCASE PRESENTATIONS

         DISCOVER

         ENVIRONMENTAL SKILLS UPGRADE PROGRAM

         HRM ACCOMPLISHMENTS-A TEAM REPORT

         MINORITY RESEARCH APPRENTICESHIP PROGRAM

         WORKING

         ADOPT-A-SCHOOL PROGRAM

         FEDERAL WOMEN'S PROGRAM

         CAREER DEVELOPMENT PROGRAM


 VI.     OHRM PRESENTATIONS

         SES AND EXECUTIVE RESOURCES

         WORKFORCE MANAGEMENT UNIT
           WORKFORCE PLANNING TEAM
           CAREER MANAGEMENT TEAM
           ORGANIZATIONAL DEVELOPMENT TEAM
           TRAINING NEEDS SURVEY/EPA TRAINING INSTITUTE


VII.    ADVISORY COMMITTEES

         MANAGERIAL CAREERS ADVISORY COMMITTEE(FAME CONFERENCE)

         SCIENTIFIC-TECHNICAL CAREERS ADVISORY COMMITTEE

Appendix:  LIST OF PARTICIPANTS
 1


 5


 7


 9

Region III

Cincinnati
Region I
Region V
Region I
Comptroller
13
15
17
19
21
23
25
27
29
31
33
35
37
39

41

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                  ADDRESS BY DR. JOHN H.  ZENGER

                  President, Zenger-Miller, Inc.


     Recently,  I have been  impressed with the human resources
achievements of public sector organizations.  Unlike the private
sector, you have the luxury of looking at things in the long
term.  Of our public sector clients, I believe EPA has done
the most extensive, thoughtful job.  Your kind of collaboration
is a remarkable accomplishment.

     What we're about, and what I think you're about, too, is
improving organizations.  How can we make people more productive
and more satisfied inside organizations?  At the same time, how
can we make the organization a better place for human beings
to live in?  We've been talking about participative management for
the last 25 years; however, it is my observation that it's only
been in the last 4-5 years  that we've seen senior line executives
really committed to doing something.

    For the previous 40 years, management emphasized control.  Jobs
were designed to be narrow, specialized, and repetitive.  We did
not reward risk-taking or keep employees well informed; policies
were framed in  language which came across as adversarial.

     in order to discuss the things we can do as human resources
professionals and line managers to bring about some dramatic
improvement in  organizations, we must recognize the fact that
workers are different today than they were ten years ago.  They
are more independent, more dedicated to a profession than loyal
to an organization, better educated, more mobile, and more
diverse (more women/minorities).  They expect to be more involved
in decisions, and they want more balance to their lives.

     Some of the writings of Tom Peters and others point out
that there are groups within organizations that are many
times more productive than  their counterparts.  That happens
because when you get groups committed to what they are doing,
they can produce at far higher levels.  In "From Control to
Commitment in the Workplace," (Harvard Business Review, March-
April, 1985) Richard Walton says he believes the future in-
volves our moving from an emphasis on control to an emphasis
on commitment.

     How do you bring about committment/productivity in the
workplace?  An employee needs: the freedom to create something
and see it through to the end; interest on the part of top
management; appreciation from the people around; trust
from the boss; a tangible monument to the hard work that's
been done; and a sense of camaraderie with the team.

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     We know what turns people on and what brings about higher
levels of productivity, but the challenge seems to be how to
get there. We must lift the expectations of our own manage-
ment about what people can do, lift the expectations of em-
ployees about what they can do, and give them the skills and
the behaviors to be a lot more effective and productive.
They need to be better communicators, so they can talk more
forcibly and more intelligently with each other, so they can learn
their jobs more rapidly and can find ways to streamline their
jobs, be good team members, work effectively with a boss and
survive in a large organization where changes occur.

     In the last few years, people at the top of organizations
have become much more concerned about the culture of the
organization, as well as its climate, quality of values and
its vision.  This is confirmed by actions of top executives,
e.g., their increased involvement with people at all levels.

     What can we do to help the visions and values permeate
the organization?

     1.   These visions and values need to be well defined.
         They need to be written down and talked about.

     2.   Leadership needs to be emphasized. People can manage
         without really leading, i.e., by exercising control.
         Our work has shown that people in organizations want
         to be led,  not managed.   However, to be successful leaders,
         managers must get out from behind their desks and  set
         the tone.

     3.   We can  teach people to be leaders.  Leadership means
         that a  person creates values through a  communication
         process.   Leaders repeat the values that the organization
         stands  for,  whereas managers communicate on a "need to
         know" basis.   Leaders develop committed followers.
         Leaders have high expectations and set  a high standard,
         always  want  to move to a higher level of performance,
         and focus  attention on crucial issues.   Leaders are
         the link  from their group to outside constituencies.

      4.  Middle  managers must  start  to work toward,  rather  than
         resist  change.   The job of  the middle manager is going
         to  change  and people  in  these positions are going  to be
         very frustrated  unless we define  a real role for them.
         Their role  is fundamentally a role of selecting and devel-
         oping high quality  people.  As participative managers,  they
         will  become  more  involved in project teams  and task
         forces  which  are  looking  at broader issues.

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     5. Executives' visions and values will only penetrate through
        the organization and stay in place if. t^here are reward
        systems and support systems built in  to make that happen.

     Historian Arnold Toynbee studied 650 civilizations, looking
at the factors responsible for bringing about major cultural change
His conclusion was that he had never seen a society or a culture
change in good times because the pride and arrogance of leaders
keep change from occurring.  Only during times of adversity does
major change come about.  At that time people will follow new
leaders who talk about spiritual qualities.

     If things are good today, it doesn't mean they can't be
better tomorrow.  If we're successful in getting the whole
person on the job—heart, hand and mind—and  if we have execu-
tives with clarity of vision and values, then some wonderful
things are going to happen.

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         ADDRESS BY A. JAMES BARNES, DEPUTY ADMINISTRATOR

              University of Cincinnati Faculty Club


     Mr. Barnes talked to the group about three main issues:  how
human resources work fits in with the substantive work of the
Agency; the priority of human resources activities in the Agency;
and the future of human resources development.

     He opened his remarks by saying that the things being done
in the human resources area are among the most exciting things going
on in the Agency today.

     He spoke briefly about the history of EPA and its record of
major accomplishments in its short history.  The fifteenth
anniversary of the establishment of EPA provides a good time to
review accomplishments and future directions.

     The problems being faced by the Agency today are too complex
to approach in the old media-specific way.  We need a holistic
view of the environment and we need to refocus our approach so
that we are managing for environmental results.

     The need for high quality people is even greater now than
when the agency was started.  We have been given the responsibility
for dealing with complex problems in which very significant human
values are at stake.  The issues are immensely complicated and
they will require the best efforts of the best people we can
develop.  These people must also be able to be team players
because the issues cannot be solved unilaterally.

     Human resources work is not a separate effort outside of the
substantive work of the Agency.  We must offer our employees the
chance to utilize their skills and abilities effectively and to
have meaningful careers.  This work must be closely linked with
the work of the programs.  There must be broadscale involvement
of the Agency's managers so that the expertise and insights of
the most experienced people are applied to the development of our
people.

     The reassignment of several members of the Senior Executive
Service illustrates the need to make human resources changes that
reinforce the nature of our substantive program.  People were
moved into programs where their backgrounds provided skills that
are needed now for those programs to move forward.  He spoke of
the transfers of Henry Longest to Superfund, where Henry's
experience in running the delegated construction grants program
will give strength to the future development of Superfund; Mike
Cook to the Drinking Water program, which reeinforces the ties to
RCRA and other programs Mike has worked in; and of John Skinner,
whose move to R&D will provide that program with a very strong
line manager to give a sense of what is needed in the programs.

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      Mr.  Barnes  then  described  the  priority  he  and  the Administrator
have  given  to  human resources.  As  one  of  the Administrator's six
management  goals, human  resources development is one of  the major
priorities  of  the Agency.   [EPA's managers should devote sufficient
time  to human  resources  issues.]  The selection, development,
training, motivation, and guidance  of people is the key  function
of management.

      There  is  a  clear future  for human  resources development at
EPA.  In  addition to  being a  top management  priority, there is a
grass roots element to it that  will assure its  future.   The
function  has the opportunity  to blaze new  trails for other areas
of the Agency.   One example of  this is  the work that is  being
done  in communicating about human resources  activities.  This
work  is showing  the rest of the Agency  how to use old and new
mechanisms  to  communicate inside the Agency, never an easy task.
Another area is  technology transfer.  The effort to get  human
resources activities more widely understood  by showcasing the
work people are  now doing has demonstrated that ±here is a great
deal of value  in sharing the  knowledge  we already have.  New
isn't always best.

     Mr. Barnes concluded his remarks by saying that he  is
genuinely excited by the things he  has  seen  the Human Resources
Council and the people in this  area doing and starting.  He is
confident that we will look back on this time in EPA's history
and see the human resources work as a significant achievement.
EPA will be seen as an organization that made itself a more
attractive place to work by taking  seriously the career needs of
its employees.

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                   ADDRESS  BY HOWARD M.  MESSNER

                   Assistant Administrator  for
             Administration and Resources Management
     Howard Messner began his  remarks by paying tribute to the man
for whom the Cincinnati  facility  is named,  former EPA Official,
Andrew W. Breidenbach.   Howard recalled that  two and a half years
ago in Cincinnati he challenged every EPA employee to do something
that would contribute to the reinvigoration of what he considers
the best Agency  in the federal government.  The 1983 National Academy
of Public Administration (NAPA) survey was  the starting point for
that goal.  Employees' participation in that  survey and the
positive results of a recent follow-up survey by NAPA show that
we are moving in the right .direction.

     Going on to discuss the Human Resources  Council, he said the
idea behind it is to take the  various skills, viewpoints and
backgrounds of the best  of our employees and  let them become the
self-generating  leadership for this Agency.   We have put together
a group of people under  Paul Keough's and Kathy Callahan's leadership
and started on a path of discovery.  The goal is to make it possible
for each one of  our 13,000 employees to live  up to his/her work
potential and to make their work meaningful.  We do not have the
answers; however, through participation and intelligent choice good
things can happen.  The  Council is the investment in the future
direction of the programs of this Agency.

     Howard highlighted  three  findings from the NAPA resurvey
which he believes are significant and which make EPA employees
stand out.  The  findings are:  (1) a fourteen  percent increase in
the number of employees  who believe EPA is  doing a good job of
protecting the environment; (2) a ten percent increase in employee's
views that they  are proud of the high standards for performance
set at EPA; (3)  a twelve percent increase in  the willingness of
employees to do  more than is required to get  the job done.

     As a follow up to this last point Howard referred to a recent
nationwide survey, Putting the Work Ethic to  Work;  A Public
Agenda Report on Restoring America's Competitive Vitality by
Daniel Yankelovich and John Immerwahr.  The report says that
workers' ability and desire to do more at their jobs is in the
30% range; in our Agency 70% of employees are willing to do more.
He emphasized that we are in very good shape  in this institution,
and we are at the stage  of getting on with  the work.  The quality
of performance is now at a level that can sustain the issues
being placed on  it.  It  is also important for us to get out of
the way of people who are motivated and allow them to do their
work with reasonable guidance.

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                                 8
      It  is easy in government  to blame  those above  you  and  point
 out  their  flaws,  and  we  sometimes find  in  our employees a tendency
 to lay responsibility on others.   Some  of  that is alright.
 However, too much of  it  diminishes employees'  taking  responsibility
 for  themselves  and their institution.   As  the Council acts  as  a
 catalyst for new  approaches, it  should  think about  some old ideas
 like  performance  standards  and the way  they  are enforced.   The
 federal government is not a disciplinarian.   If we  are  going to
 have  standards  of quality,  Council members have to  be the ones to
 set  them,  to protect  them,  guard  them,  and bring pressure on
 those who  are not performing.

      The Human  Resources Council  is viewed as a positive, creative,
 constructive group of people.  However,  it also has another
 responsibility; it must  deal with the behavioral and  performance
 problems in this  Agency,  a  responsibility  shared with the Executive
 Resources  Board.   There  is  no  greater discipline for  a  system
 than  self-discipline;  there is no greater  ethic or  standard than
 one developed and enforced  by  all the people who populate the
 institution.

      Howard also  thinks  the greater government community suffers
 to some degree  because it lacks cooperation  across  agency lines.
 As this Agency  progresses and  more and  more  people  discover what
 is being done here, there will be an opportunity and  perhaps a
 responsibility  to share  the results with others.  We  particularly
 hope  we reach those who  yearn  for and would  respond to  creative
 outlets and need  some  counter-culture of progress to  point  to  as
 an example of what  they  can do in their own  agency.   Howard serves
 on the President's  Council  on  Management Improvement, which will
 be holding workshops  all  over  the country  to share  ideas, in much
 the same way that the  HRC has.  He encouraged  those who have a
 chance to  talk  to  employees in other agencies  to tell them  what
 is going on at  EPA  as  a means  of  providing some  very  positive
 counter-thrusts for the dourness  in  other  agencies.   The enthusiasm
 at EPA is  contagious.

     Howard Messner concluded  by  saying he respects the  Council
and what it has accomplished,  and  he appreciates that Lee Thomas
and Jim Barnes have taken these early efforts  and made  them
central to their  own program.

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                   ADDRESS BY NATHANIEL SCURRY

                 Director, Office of Civil Rights


     Nat Scurry began by defining the role of the Office of Civil
Rights(OCR) as having primary responsibility for ensuring that women
and minorities are afforded equal opportunity to participate fully
at all levels of the Agency's workforce.  However, he sees human
resources as the responsibility of all managers and supervisors.

     Before Nat became Director, OCR maintained an exclusive
ownership of programs and activities designed to increase full
participation of women and minorities.  After Nat became Director
OCR moved toward a collegial approach through: 1) top management
hands-on involvement in setting broad policies 2) negotiating
specific goals with senior managers and 3) making implementation
of agreements the responsibility of managers and supervisors.  He
pointed out that this was; a radical departure from the adversarial
approach that existed, previously.

     OCR's ultimate goal is to integrate Civil Rights objectives
into the fabric of all human resource development policies,
programs and activities.For the second consecutive year, EPA
exceeded its overall affirmative hiring goals:

     0 Fiscal Year 85 Agency goal was 52%; Agency achieved 61%,
       for a success rate of 121%

     0 Narrowed the gap from 20%-15% between the numbers of
       women and minorities in the civilian labor force and
       their representation in the EPA workforce.

     Our success explodes the myth that we cannot locate and
attract highly qualified women and minorities.  Through creative
means, such as the Minority Apprenticeship Program in Cincinnati,
we can attract and hire top flight women and minority candidates.


     Switching from the Good News, Nat said, "The toughest part of
the job lies ahead.  The task before us as an Agency and as major
partners in developing and implementing human resorces policies
is to resolve to implement all aspects of Affirmative Action."
To demonstrate the need for this resolve, he cited the following:

     0  Minorities and women comprise about one-half of our
       total workforce, yet they occupy 88% of Grades 5-8 and
       95% of Grades 1-4.

     0  Minorities and women comprise only 13% of EPA's SES
       positions, an almost complete reversal.  Between the
       extremes, women and minorities constitute 46% of
       Grades 9-12, and 24% of Grades 13-15.

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                                 10


      0  Even when one excludes  technical  and clerical  jobs,  in
        professional  and administrative categories,  the pattern
        is very similar and  begs  for  continued  attention.

      Nat intentionally selected  the  data to make  the  point  that
 EPA must put together a long-term agenda with  specific goals and
 objectives to substantially change this  disparity.  He believes
 it  can  be changed through a combination  of  external hiring  and
 internal movement.   External hiring  alone will not get us there.
 Last year only 14% of our professional and  administrative vacancies
 were filled from the outside;  that pattern  will probably con-
 tinue.   Therefore, we must  look  to internal movement  as offer-
 ing the greatest opportunity.  He is particularly concerned
 about the movement of women/minorities into grades 13-15.
 Since there is a significant pool of women  and minorities in
 grades  9-12,  we might wish  to  target that population  for OHRM
 initiatives.

      Next,  Nat focused on creating a supportive environment
 in  which all  employees,  but particularly women and minorities,
 can make the  greatest contribution to the Agency  mission. The
 areas he addressed were:  1),  role models  2),  participation
 in  decision-making and 3),  attitudes and perceptions.

      A  look at the Agency leadership shows  no  minority repre-
 sentation at  the top three  levels in our regions.  It is the
 same  at  the three major  labs;  at  headquarters  there are no
minorities  in  AA or  Deputy  AA  slots.  Minority women must ask
 themselves  if  there  is any  hope of becoming  an SES, since
 there are  none in the  200+  SES Corps.  Of the  4% minority men,
at  least  one-third are occupying  staff support functions—jobs
 that  ambitious chemists, biologists,  etc.,  would  probably rather
not occupy.  White females  are about 10%  of  the SES Corps.  Of
the  40-50 Division Director or equivalent positions in the
regions,  less  than five  are held  by  women and  minorities.
At  headquarters  about  12 such  jobs are encumbered by women
and minorities.

     Going on  to challenge  the Council Members, he asked, "How
many of you are  comfortable  in communicating with persons of a
different race,  sex, national origin, or even  age?  How often
do you consult with  them and seek  their  input?"  He highlighted
a number of positive changes that  have begun to occur:

   0  Region III has a training program  for Secretarial/Clerical
      staff, and has EPA's  only participant  in OPM's Women's
      Executive  Leadership  Program

   0  PMD designing Career  Enhancement for Staffing Specialists

   0  Region V "Adopt a School" and  Faculty Intern Program with
      historically Black Colleges  and Universities.

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                                11
   0  Increased support for upward mobility programs where
      a 1% goal has been set by the Administrator

   0  Special Emphasis Programs for Women, Hispanics, and Blacks
      in every region and major lab

   0  Joint Conference on the Environment with Atlanta University
      by Region IV, focusing on minorities and women.

   0  EEO complaints down for second consecutive year; settlements
      are up.

     Nat is also concerned about and recommends that as we estab-
lish mechanisms to implement policies and initiatives, we ensure
the presence of a woman and a minority on every taskforce  and
advisory committee, expanding existing ones if they do not in-
clude a woman or minority.  He also suggested that if women,
Hispanics and Blacks are not represented on the Council we might
want to expand the Council's membership.

     Nat Scurry concluded his presentation by making several
points.  As SESers are rotated and new employees enter the
ranks, we need to insure the inclusion and expansion of numbers
of minorities and women. We must continue the Agency's Civil
Rights policy which has attracted minorities and women to EPA's
workforce in professional and administrative positions at
unprecedented rates.  We should also look at internal movement,
especially promotions to grades 13-15.  We must avoid placing
women and minorities in token positions or in areas where they
will fail.  Assure yourselves that they can stand scrutiny, that
they are qualified to serve and contribute, but, don't require
that they "walk on water," when the only critical skill is
the ability to swim.  His final point was that EPA is a regulatory
Agency working in the public interest to administer programs that
focus on communities at the state" and local levels.  Those programs
affect minorities and women who live in the heavily populated
urban areas and are therefore exposed to special health problems.
Shouldn't we provide minorities and women a more responsible role
to solve those problems that affect and impact on them?  We have
an opportunity to do so.

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                             13
Presented by:
Danny Lee
Prepared by:
Sandy Bingham
FTS 382-3311
                             DISCOVER


     DISCOVER for organizations is a micro-computer based career
development system designed to help employees become aware of and
improve their suitability to the organization.  They are able to
plan their careers in concert with the organization's needs.
DISCOVER prepares employees to take on more responsibilities for
their own career development.  Users gain awareness of self and
of career opportunities.  They become more motivated, and better
able to set and reach goals.

     DISCOVER combines sound career development theory with the
advantages of today's microcomputer and software technology.
Assessments, career information, and planning activities are all
offered on the computer.

     DISCOVER has five modules:

1.  Understanding Career Development and Change

     The first half of this module helps users evaluate their
levels of job satisfaction.  This is done with interactive
exercises at the computer.  The first exercise provides employees
with a Career Development Quotient, and the second provides a
satisfaction/dissatisfaction profile for the past 24 months.
Each exercise is interpreted by the system, and a summary is
presented.

     The second half of the module presents a 21-item questionnaire.
This helps employees identify the career stages they may be facing
These stages include moving from a technical to a management
position, planning for retirement, and feeling plateaued.

2.  Assessing Yourself

     This module offers users three separate activities that
are relevant to assessing oneself.  The first is a 60-item interest
inventory that is completed and interpreted at the computer.
This inventory relates the employee's interests to working with
data, ideas, people, and things.

     In the second activity, users state three significant
accompishments, and the computer assists them in identifying the
skills used to achieve each of them.  Completion of these activities
provides the employee with a list of position titles related to
interests or skills or both.  If the system has the localization
option, specific position titles within the organization are
provided.

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                                 14


      In the third activity, 17 work-related values are defined,
 and the user is asked to rate each on its level of importance
 in work.  DISCOVER provides a summary of the user's stated  values
 and helps the employee relate these to the level of satisfaction
 attained in past jobs.

 3.  Gathering Information

      Planning for career changes involves the acquisition of
 accurate and timely information about the organization.  This
 module helps the user to develop a personal Information  Needs
 Profile.  On the basis of this profile,  the system directs  the
 user to appropriate information within the module.   One  section
 teaches employees how to do an organizational study,  using  both
 formal and information data sources.   Another section compares
 the individual's assessment of an ideal  work environment with the
 perceived present work environment.

 4.   Making Decisions

      This module addresses  goal setting  and decisionmaking.   Six
 distinct types  of career changes are  described—moving up,  moving
 down,  moving across,  enriching, moving out, and exploring.  The
 employee is  asked to  select the kind(s)  of change  which  may be
 appropriate.   Instruction is provided about decisionmaking  and
 goal  setting, and an  exercise to identify personal  decision-making
 style  is offered.   The user writes one or more specific  goals
 related to type(s)  of  change selected.   Finally,  the  individual
 chooses the  goal  of highest priority.  This is done using a
 decision matrix,  which utilizes the self-information  acquired in
 Module  2,  ASSESSING YOURSELF.

 5.  Taking Action

     The user is  now ready  to take action toward  the  selected
 goal by analyzing  the  factors  for  and  against  it.   DISCOVER
 assists the  employee  in  finding ways  to minimize obstacles  and
 optimize  strengths  in  pursuit  of  the  priority  goal.   A specific
 time-oriented action plan is developed.   Optional assistance  is
 provided  with skills or  information needed  to  accomplish next
 steps,  such  as  instruction  in  job-seeking  skills and  locating
 places  for further  education or training.   In  localized  versions,
 specific  information may  be  given  about tuition  reimbursement
 plans,  company  training  programs,  and  local educational  opportuni-
 ties.

     DISCOVER can be modified  to portray  an organization's specific
employment data and needs.   The  system can  print information  from
any screen display, alowing  the user  to keep a  reference copy of
key information.  It will provide  summary  reports, allowing
offices  to monitor  the extent and  patterns  of  the system's use.

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                              15
Presented by:
Michael H. Kulik
Region III
FTS 597-8923
         REGION III ENVIRONMENTAL SKILLS UPGRADE PROGRAM


     Region  III has designed a skills upgrade program that is
intended to  solve recruitment problems and assist in achieving
affirmative  action goals while stimulating the development of
employees who wish to advance into technical work.  Historically,
professional recruitment has been increasingly difficult, with
engineer and scientist candidates declining job offers and
technical employees leaving because their work is more administrative
or legalistic than they would like.  Upward mobility has been
useful  in moving women and minority group members into higher
graded  positions, but upward mobility positions are becoming more
difficult to establish.

     The target candidates of the program are the same as those
for traditional upward mobility jobs - employees who are dead-
ended at lower-graded positions, who tend to be women and/or
minority group members.  The program's intent is to provide these
employees with developmental opportunities that will allow them
to progress toward the professional occupations, the immediate
target  position being that of Environmental Protection Specialist.

     This specialization was chosen because its qualifications
requirements are less stringent than those of professional or
scientific series.  It has no positive education requirement, and
is flexible in terms of substitution of education for experience.

     Region III has worked out an agreement with Temple University
which provides for college coursework that is relevant to
environmentalist work.  The curriculum planned consists of a core
of sciences, environmental studies, technical writing and computer
technology.  Temple has agreed to give a six-session course in
how to  study and to give placement tests and individual counselling
to participants.  They will also develop specialized courses based
on the  recommendations of a steering committee of program
specialists.  Courses (both core and specialized) will be offered
on-site after work hours; those that are relevant to environmental
protection work will be funded by the agency.  Participants may
take courses leading to a certificate in Environmental Studies
awarded jointly by Temple and EPA.   They may supplement these
with courses which fulfill requirements for an Associate's Degree
or Bachelor's Degree.

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                                16


     The educational work will be supplemented by rotational
assignments and details that will allow for practical application
of classroom theory and a realistic job preview of EPS work.
Entry into the program will not be competitive; instead, any
interested employee may join.  Commitment to the program will be
signified by a participant's successful completion of two courses.

Essentially, this allows employees to take the courses offered
without forcing their participation in the program, while
eliminating the need to deny anyone's participation.

     Benefits envisioned for the region include, at the very
least, a better-educated workforce.  Potentially, the program
will provide a solid, well-qualified applicant pool for an
increasingly useful position.  Availability of qualified EPS
candidates will allow better position management, lower the
average grade, lessen the reliance on professional recruitment,
reduce turnover, and improve internal movement and upward mobility.

     These, of course, also function as benefits for the employees
of Region III.  In addition, the program provides convenient
developmental opportunities for interested employees.  Although
it does not gurantee advancement, the program allows employees
to develop their potential in preparation to advance, while at
the same time giving them credit toward a possible college degree.

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                            17
Presented by:
Floyd Winsett
Region 10
National Field Rep,
                 HRM ACCOMPLISHMENT-A TEAM EFFORT


     The sixty-two seminars I have conducted in the past eight
months represent a team effort by a number of the people at this
conference.  This three-tiered program includes:

     For senior managers:  "Toward Excellence"  A program that
serves as a catalyst for senior managers committed to turning the
idea of excellence into a reality in their organization.

     For supervisors:  "Supervision"  A program to provide first
and second line supervisors with the basic skills needed to
perform effectively day to day.

     For all employees:  "Effective People Skills"  A program
that develops individual understanding of how their own behavior
impacts others, develops skill in identifying the needs of others,
and how to develop positive interaction skills and cooperation.

     I would like to share with you the ingredients that went
into this HRM accomplishment.

     CLIMATE:  Many of us here have been pushing human resource
issues, mostly uphill, for the past ten or twelve years in EPA.
Our efforts have met with varying degrees of minor success.  The
past 18 months or so it has been more like riding the wagon
downhill or running to keep up with the interest and concerns
management have with our work force.  The big difference, and one
I feel OHRM is responsible for, is a major positive change in the
climate toward human resources.  It is this positive climate that
makes it possible for what I've been doing, and I think for most
of the efforts that have been "showcased" this past year.

     COMMITMENT:  It is this positive climate that has led to a
management awareness and commitment to support new HRM issues
and programs.  For example:  Ernesta Barnes, RA for Region 10, not
only provided encouragement when I requested to teach Effective
People Skills full time, but also provided 100% of the ceiling
and salary for 1984 and 50% for 1985; Don Ehreth, Deputy AA for
ORD, gave his full support to implement a three level program in
HRM for ORD, Toward Excellence for Senior Management, Supervision
for all ORD supervisors and Effective People Skills for all
levels of employees in ORD.  Also, 50% of the ceiling and salary
was provided by ORD for 1985 and 1986.  Office directors, lab
directors and other headquarters and regional managers not only
requested training for their people but also attended the seminars
themselves and funded travel and material costs.

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                                18
     COORDINATION:  Personnel Officers Art Sandoval, Mike Watkins
and Hector Suarez have coordinated these seminars and have trained
their own staff to conduct the Supervision program.  RTF is
also conducting the Toward Excellence program for some of its
managers.

     RESOURCES:  No program can get off the ground without someone
willing to take the risk to say "I think this is a good program"
and provide funds to purchase it.  Don Sadler is responsible
for the purchase of the Effective People Skills and Toward
Excellence modules .  He and his staff provided additional support
that made many of my efforts possible.

     DELIVERY:  With the kind of team effort outlined above, this
part is easy, a far cry from just a few years ago.  These
ingredients make for "ongoing" HRM accomplishments.

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                              19
Presented by:
Clarence demons
Cincinnati
684-7315
       ANDREW W. BRIEDENBACH ENVIRONMENTAL RESEARCH CENTER
             MINORITY RESEARCH APPRENTICESHIP PROGRAM

     Since the summer of 1980, the AWBERC has participated in a
Minority Research Apprenticeship Program with considerable success.
This past summer, 35 Black, Hispanic, and Asian students from
Cincinnati area high schools and colleges participated in an 8
week workstudy program, gaining work experience and exposure to
scientific careers.  The students support and supplement ongoing
research projects within the laboratories and offices of the
Center.  EPA scientists and engineers volunteered to be mentors
and to work one-to-one with the students.

     The students compete to be accepted in the program.
Approximately 120 students representing 27 high schools applied
for the 1985 Program.  A series of aptitude tests, interest
surveys, and interviews are used to screen and evaluate the
students.  Students chosen are highly motivated, extremely
talented, and have a very high aptitude for the sciences.  Within
weeks the students have mastered the basic skills and almost
without exception have become contributing members of the work
force.

     The program grew out of a White House initiative designed to
stimulate broader interest in science and engineering within the
minority community and to increase the number and proficiency of
minority students entering technical occupations.  High priority
is given to assignment of each student to a mentor who agrees to
serve not only as a Supervisor but also as a role model and
advisor.

     The Program is administered through a cooperative agreement
between EPA and the University of Cincinnati's College of
Engineering and the Office of Minority Programs and Services.
Through the cooperative agreement, the University organizes and
implements a student selection process, pays the necessary
salaries, develops and implements an enrichment program and
provides an evaluation of the overall program.

     Despite severe budget cut-backs and constraints, the Cincinnati
laboratories and programs have continued to support the program -
it being the only one maintained for the six years since its
inception.  During this period 262 apprentice positions have been
made available.  Funds are prorated between the participating
laboratories.  The total cost of the 1985 program is $83,210.
New students are paid at a rate of $100.00 per week.  Experienced
students receive minimum wage.

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                             21
Presented by:
Georgie Bishop
Region I
FTS: 223-4955
                             WORKING


     The Region I committment to a supervisory-management training
program focused our attention on the management skills of the work
place at large.  For several years we have recognized the need to
provide management training and career development opportunities
for our senior level professionals.  The non-supervisory GS 12's
and 13's are the target group that will compete for most of the
new regional supervisory positions.  The decision to provide
management training for all of our senior professionals required
us to train one third of the existing work force (165 employees).

     We have successfully used the Zenger-Miller SUPERVISION
Program for all of our incumbent supervisors and managers since
September 1984.  The selection of a subsequent Zenger-Miller
training program WORKING provided us with the opportunity to
establish training continuity and reinforce the skills learned in
the SUPERVISION Program.

     WORKING is a value driven skills program designed to improve
the individual's ability to resolve issues with others, deal
with changes, participate in group meetings, be a team player, take
on a new assignment, keep the boss informed, provide positive
responses to negative situations, etc.  The program is designed
to be offered in the work place and the sessions are facilitated
by our own employees.  In Region I twelve of our supervisors
and managers are conducting the monthly sessions of the WORKING
program.  The role of the facilitator provides our supervisors
with the opportunity to learn new skills, interface with senior
employees from all the regional programs and reinforce the skills
they are learning in the SUPERVISION program.  The program offers
our senior employees the opportunity to learn the skills
necessary to communicate and participate effectively.  We are
confident that these skills will increase their job satisfaction
in their present positions as well as prepare them for higher
levels of responsibility in the future.  The program is voluntary
and we have almost 100% of our target audience attending the
monthly sessions.

     WORKING, like SUPERVISION, is an attempt to apply practical
skills that will help employees to learn how to get the best work
from others as well as how to service other people who rely on
them for their work.  The emphasis in both of these programs is
"to learn that cooperation, communication and contribution, not
manipulation and gamesmanship get faster and longer lasting results,

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                            23
Presented by:
Nicholas Bollo
Region V
FTS 353-8915
              REGION V ADOPT-A-SCHOOL PROGRAM UPDATE
                       SCHOOL YEAR 1985-86


     In May, 1984 EPA Region V initiated an Adopt-a-School
partnership with Washington High School in Chicago.  The objective
of the partnership is to support instruction in academic skills
and enrich the educational program at the school by utilizing the
talent, idea power, and unique human resources of EPA volunteer
staff.

     During school year 1984-85 a number of interesting projects
took place including the following:

     - A team of EPA biologists spent a week with Washington High
       School students examining potential environmental impacts
       of the proposed 1992 World's Fair.

     - EPA office staff were encouraged to save their aluminum
       cans to be donated to Washington High School Can Recycling
       Program.   The funds received from the recycling program
       are used  for summer and senior students scholarship program.

     - Several EPA engineers assisted students in developing
       school science fair projects.  One student's science project
       advanced  to the School District's finals.

     - An Environmental Engineer in the Air Management Division
       taught aeronautics and meteorology to honor physic classes
       consisting of juniors and seniors.

     - Another adopt-a-school project involved explaining to
       students  the damage caused by automobile fuel switching
       and emission-control tampering.   By explaining the damage
       caused by fuel-switching and tampering, EPA hopes to help
       lower the incidence of these activities in the Chicago area.

     Planned activities for school year 1985-86 include:

     - Assist students in developing science fair projects to
       compete in the Chicago Area Annual Science Fair Program.

     - EPA staff will participate in Washington High School's
       Career Day Program.

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                         24
EPA staff will be conducting tutoring for students who are
at pre-algebra level as well as tutoring students in Earth
Science and General Science classes.

EPA Regional Attorneys will provide classroom instruction
to Business Education classes.  Subject matter will cover
how environmental laws affect business operations.

EPA Public Affairs staff have volunteered to assist
Washington High School students in developing a school
newspaper.

Washington High School has acquired personal computers and
is in the process of developing a computer science curriculum,
EPA volunteers with computer expertise will be assisting
the school in developing the computer science curriculum.

EPA volunteers will assist in expanding the school's Social
Studies curriculum.  The EPA Master Plan for Improving
Water Quality in the Grand Calumet River/Indiana Harbor
Canal will be used as a tool and serve as a foundation for
a unit on multi-media environmental concerns.

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                            25
Prepared by:
Connie Griffin
Region I
FTS 223-7215
                FEDERAL WOMEN'S PROGRAM - REGION  I


     The purpose of the Federal Women's Program is to ensure
equality of employment and advancement opportunities for women.
It is integrally related to Human Resources and Personnel Management,
as well as to the Civil Rights Programs of the Agency.

     The Federal Women's Program achieves a triple purpose:   it
brings women together around common concerns and  creates strong
inter-program networking; it broadens awareness and understanding
of attitudinal bias and institutional inhibitions which face
women within the EPA; and it lays a conceptual framework for
sharing of power, for genuine organizational and  structural
changes—ultimately for full participation of women, with men, in
the workforce.             >

     The Program has initiated a Needs Assessment Program which
will serve as a model for the Agency; it is co-funded by the
Office of Human Resources Management, the Office  of Civil Rights,
and Region I.  This one-year program will be carried out in two
phases:  phase one will include regional and headquarters
interviews, from which a questionnaire will be developed, reveiwed
and distributed.  In September the results of this survey will be
presented in a number of briefings.  Phase two will include
programs such as workshops, forums for discussion, as well as
training and will take place over a six month period.  The forums
will address key areas of the interviews, the questionnaires  and
the responses.  The Needs Assessment Program will conclude with a
written evaluation of program effectiveness and recommendations
for further program development.

     The Federal Women's Program is a diverse program addressing
a variety of careers within EPA.  As such, it includes the
Secretarial Advisory Council (S.A.C.) as well as  the Women in
Science and Engineering (W.I.S.E.) Program.  It includes people
from all walks of life at EPA and fosters networking and
communication across programs and throughout the  hierarchy of the
organization.  Thus, the Program strives to foster interpersonal
communication and well-being, as well as professional development
and opportunity.

                                                              '"•*%
                                           Materials Belong To:
                                           OPPT Library
                                           401 M Street, SW (TS-793)
                                           Washington, DC 20460

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                             27
Presented by:
Leslie Baldwin
Budget Division
FTS 382-4204
        OFFICE  OF  THE  COMPTROLLER CAREER  DEVELOPMENT  PROGRAM

      In November  1984,  the  Office  of  the Comptroller (OC)
established  a  Human Resources Task Force chaired by  John Sandy,
Deputy  Director of the  Financial Management Division.  The Task
Force included staff  from a variety of grade  levels  and positions
in  all  three OC Divisions (Budget,  Finance, and Resource Management)
The genesis  of the Task Force was  an  OC management retreat during
which concerns were expressed regarding  the development of our
staff into an  effective "team."  Specifically, it was determined
that  there was no uniform way of integrating  new staff into the
office,  no clear  policy in  support of career  development, and no
centralized  method of identifying  training needs.

     The Task  Force had several purposes:  (1) to encourage
training and career development activities in the Office of the
Comptroller; (2)  to establish a simple and clear process for
identifying  the training and career development needs of all OC
employees; (3) to educate supervisors and employees  on training
procedures and opportunities; (4)  to  increase mobility among the
three OC Divisions and  among different job categories; and (5) to
provide  an opportunity  for  staff of the  three Divisions to
"network" and  produce a useful cross-Divisional product.

     The Task  Force met frequently throughout the fall of 1984 and
the first half of 1985.  After initial brainstorming meetings to
identify the problems and potential solutions, specific tasks
were divided up among members of the  Task Force with the intent of
producing four specific products:

(1) Development of a Manual which  would  state OC policy on training
    and  career development, and provide employees and supervisors
    with specific guidance  on training.

(2) Development of a Comptroller Intern Program designed to bring
    in  new blood, provide mobility for OC employees, and develop
    future managers who would have  the benefit of experience in
    all  three  OC  Divisions.

(3) Identification of networking opportunities among the Divisions
    and  creation  of an  OC newsletter  to provide news and
    announcements about the activities of OC  employees.

(4) Management of a contract to conduct team-building sessions for
    OC managers,  analysts and secretaries.

     By  mid-1985, all four  products had been  developed.  Their
major features are as follows:

     Career  Development Manual - A brief, concise document was
issued setting forth an OC  policy  on  career development.  The

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                                 28


 Manual includes a one-page form which all employees are to complete
 each May — intentionally separate from the annual Performance
 Evaluation process.  This "Personal Career Development Plan" will
 list training and other desired developmental activities.   Plans
 are for these forms to be collected centrally in OC to provide
 management with a broad view of training needs and enable  group
 training to be arranged to conserve resources.

      The Manual also contains several Appendices to help employees
 develop their Plans.  Appendix A lists generically the major job
 positions in OC (such as Budget Analyst, Voucher Examiner, and
 Branch Chief), the types of skills required in those positions,
 and the types of training that will help employees acquire or
 improve those skills.  Appendix B provides a description of the
 types of career development activities employees should consider,
 including "non-standard" activities such as rotational assignments,
 projects with other branches, participation in Task Forces, and
 meetings and seminars outside of EPA.  Appendix C lists specific
 courses and sources of training by subject area such as management,
 computer skills, and secretarial skills.  Appendix D describes
 the process for requesting and approving training.

      Upon completion of the Manual, members of the Task Force
 conducted a briefing for all OC supervisors on the activities of
 the Task Force and the purpose and requirements of the Manual.

      Comptroller Intern Program - Working with staff of the Office
 of  Human Resources Management and Office of Personnel, the Task
 Force  developed  a  proposed Intern Program.   General procedures
 and Position Descriptions  appropriate for internships in the
 three  OC Divisions have been drafted and reviewed by Personnel,
 and  are  expected to be announced in the  fall of 1985.   The program
 is  designed  to bring in candidates from  within or outside  OC at
 the  GS-5,  7  or 9 level,  provide them with a variety of rotational
 assignments  and  training courses for several years, and ultimately
 place  them  in  a  permanent  position in one of the  OC Divisions.

     OC  Newsletter and Networking  - Several issues of an informal
 newsletter have  been issued  to date.   Reaction has been very
 positive  and employees in  all three Divisions have contributed.
 Also,  OC  staff have  arranged  a number of "meet your colleagues"
 brown  bag lunches,  as  well  as subject-oriented lunches which have
 been informative and well  attended.

     Teambuilding  Sessions  -  Throughout  1984 and  1985,  a contractor
 conducted sessions  in  which a large number  of OC  staff participated.
 These  included a session on  communications  between staff and
managers, another  on communications between secretaries  and
 supervisors, and a planning session for  managers  to identify
cross-Divisional projects and priorities for 1986.

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                            29
Presented by:
Peg Anthony,  SES/Exec
Resources Unit
FTS 382-3328
                   SES AND EXECUTIVE RESOURCES:
               A PROGRESS REPORT, OCTOBER 18, 1985


     The SES and Executive Resources staff, headed by David R.
Alexander, is one of the two units in the Office of Human Resources
Management.  To assure high quality managerial resources for the
Agency now and in the future, "SESERU" develops policies and
programs affecting the Agency's supervisors, managers, and
executives.  The staff also provides the full range of personnel
services to members of the Senior Executive Service.

     In 1985, one of SESERU's most notable accomplishments was
the conceptualization and initiation of FAME — a Framework for
Achieving Managerial Excellence.  This program, which will take
three years or more to fully implement, focuses on three key
processes to drive the quality of the Agency's managerial workforce:
recruitment and selection, training and development, and performance
and rewards.  SESERU and the 50-60 Agency managers assisting in
the development of FAME will be integrating a set of criteria
including managerial skills, personal effectiveness characteristics,
and a mix of a varied career expriences into the three processes.

     The FAME program is well underway.  Over 50 managers and
personnel experts have agreed to work on the FAME project, and
met in September to get started.  Senior officials have been
briefed and are in full support of FAME; in fact it is one of the
Administrator's top human resource priorities.  Already the FAME
criteria are being used as requirements for SES positions and in
the performance appraisal process.  Plans are to incorporate the
criteria into all supervisory and managerial job requirements,
vacancy announcements, applicant ratings and performance agreements.
The criteria were used to develop a mandatory course for new
supervisors, and are shaping similar courses for new and incumbent
managers and executives.  This will continue through the development
of a full environmental management curriculum.  Managerial
excellence — defined by the FAME criteria — are being used as
the basis for rewards for the Agency's supervisors, managers, and
executives.

     SESERU has accomplished many other things during 1985:

     (1) Issued two important policies — SES Pay and SES
         Sabbaticals;
     (2) Continued strengthening the Presidential Management
         Intern Program;

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                                 30


      (3) Continued  the SES  Forums —  a series of lunchtime seminars
         featuring  stimulating speakers;
      (4) Began development  of the SES Information Bank, an
         automated  system for matching senior executives and jobs;
      (5) Supported  the Performance Review Board in its efforts to
         improve the SES performance  appraisal and bonus/rewards
         processes;
      (6) Began revisions to the  SES Candidate Development Program;
      (7) Cut the backlog of SES  recruitment actions in half;
      (8) Brokered reassignments  for underutilized executives
         thus reducing that group from 45 to 4;
      (9) Contacted  all current and former SES members entitled to
         backpay (resulting from a recent government-wide court
         order) to  speed the OPM refund process; and
    (10) Conducted  a study of how the Agency is allocating SES
         positions.

     SESERU recognizes the  importance of communications and broad-
based support for institutionalizing these programs.  Through its
weekly mailings and "SES Grams," SESERU has tried to keep members
of the SES informed.  Wide distribution of a FAME concept paper
and a special Management Memo devoted to FAME have started
familiarizing  EPA managers with FAME.  Finally, the FAME Advisory
Committee and Task  Force, the Executive Resources Board, and the
Performance Review Board have been avenues of two-way communications
and support.

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                           31
Presented by:
Mary Lou Melley
Team Members:
 Kenn Cones &
 Geoff Lewis
FTS 382-3311
                  WORKFORCE PLANNING FOR FY 1986


     The Workforce Management Unit has as its focus the set of
all employees in EPA.  We are working to improve three aspects of
the employees: the employee and his or her own career - in career
management; the employee and his or her job - in workforce
planning; and the motivation of the employee as a member of the
EPA community - organizational development/effectiveness.

     The Workforce Planning Team has been working on the fit
between the employee and his or her job.  How does a person fit
the job?  Is the choice of a job left entirely to chance? Is it
like taking a number and seeing what luck will bring you?.  The
team has defined the workforce planning goal as having the right
person in the right job at the right time.

     The overall objectives of workforce planning are two-fold: for
the Agency - the optimal management of human resources; for the
employees -  to be skilled and highly motivated.

     In the workforce planning process, there are four major
steps.  One of the hardest steps is for managers to describe what
the short and long term future holds, what will be the tasks to
perform and what skills will be needed to perform those tasks; in
other words, what kind of workforce will be needed.  The next
step is to describe the skills of the employees on board.  The
third step is the analysis of the differences between what the Agency
needs and what it has.  And finally, a plan to provide for the
future skills by "reskilling" the workforce, by hiring strategies
and by staffing plans.

     After a number of months of research and interviewing, the
Workforce Planning Team produced in August 1985 a Draft Strategy
for Workforce Planning in EPA. It contains a review of related
workforce initiatives in EPA, a data profile of Agency employees,
a summary of trends for the next few years, and specific Agency
workforce planning activities such as the effort in Region IV
last year.  It also contains the results of interviews with twenty
Federal agencies and a review of private sector human resource
documents.

     From the information gathered, the team has defined the
following four alternatives for Agency workforce planning:

     Issue management involves study and resolution of problems on
     a case-by-case basis, with the analysis being a personnel
     operations function.

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                                 32


      Manpower planning provides workload and productivity indicators
      for all activities and relates FTEs to these indicators.

      Local workforce planning encompasses the standard approach
      and is initiated by a particular problem needing  resolution.
      There is a high degree of commitment from those managers
      involved, and it results in individual employees  being
      reskilled, to ensure they have the skills to meet the needs
      of the organization for the next few years.  An example  would
      be the Region IV effort.

      Comprehensive human resource managment combines much valid
      information about the employees, their skills and experiences
      and career goals, with valid information about jobs, about
      positions, and occupations, including the knowledge, skills
      and abilities required for those jobs.  This results in a
      better match of people to jobs,  better career management,
      stronger accountability in the management of resources,
      easier succession planning, and  a very good  tool  for strategic
      planning of the workforce.

      For workforce planning to succeed,  there must be  an  expressed
 need  for it,  strong management commitment for it, substantial and
 valid information on people and jobs, and staff dedicated to using
 the system for better management of human resources.   Ideally,
 workforce planning should be part of  the Agency's human resource
 planning process, adding faces to the FTEs in the budget  process.

      In FY 1986,  the workforce planning  team will be taking  the
 next  steps to see how workforce  planning can be implemented  at  EPA.

      We have  written a task order and project approach for a
      workforce  planning pilot for the Superfund program.   It will
      help them  determine what kind  of activities  and skills  they
      will be  needing in the next three to five years,  what their
      current  workforce looks like,  and what hiring  and training
      strategies  they should have to prepare for the future.

      We are working  with the Office of Water Regulations  and
      Standards  at Headquarters to help them prepare the Regional
      workforce  for more complex  wasteload allocation tasks.

      In  addition  there  are  other projects in the  planning stage
      which are  designed to  initiate employee interest  and
      communication  about  his/her desires  of obtaining  a job or  a
      temporary assignment and  having  easy access  to information
      about job  opportunities.

      From  these projects  we  hope  to arrive  at  a workforce  planning
methodology that  will  work  in  EPA,  additional  employee  information
and training  and  staffing plans  for the  participating  programs.
After evaluating  these  projects,  we will  be able  to more  clearly
define Agency workforce  planning.

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                              33
Presented by:
Kenneth L. Wright
Team Members:
Sandy Bingham &
Carolyn Scott
FTS 382-3311
                      CAREER MANAGEMENT TEAM
     OHRM's Career Management Team developed several initiatives
during  fiscal year 1985.  Many of these initiatives were shared
with attendees at the Hunt Valley Human Resources Planning
Conference in November  1985.  The team's initiatives dealt with
conducting methodologically sound research in Human Resources to
identify data appropriate for use in a Career Management Program.

     The project, SCIENTIFIC and TECHNICAL JOB ANALYSIS STUDY, has
progressed through the  data collection phase.This included the
review of a representative sample of 450 position descriptions,
identification of over  340 tasks performed by employees in the
Environmental, Physical Science, and Chemistry occupations.  A
series of subject matter expert panels were held in six locations
including Headquarters, and the Regions, to review the initial
task list and cull from it a listing of the most frequently
performed generic tasks for these occupations.  This was followed
by the development and pilot testing of a task inventory survey
which was mailed to the 1700 empoyees in these occupations.
Survey responses are being loaded into a computer and analyzed to
determine if the responses are representative of these occupations,
organizations and grade levels.

     Once this data is determined to be representative, several
reports will be generated to aid OHRM in the development of
appropriate guidance to aid employees in these occupations in
their career development.  This informtion will be shared with
the Scientific and Technical Careers Advisory Committee and other
interested employee groups prior to launching a prototype Career
Development Activity for these employees.

     A second phase of this study deals with a review of the
state of CAREER DEVELOPMENT with emphasis on the public sector.
A draft paper on this subject is being reviewed by OHRM to
determine sufficiency of the document and applicability and
linkage to the job task data.  We expect this will result in a
practical and useful process for career planning at EPA, beginning
with Scientific and Technical occupations.  We also hope this
data will prove useful to OHRM in clearly defining dual career
paths for these employees as well.

     The third part of this study will result in the demonstration
of the JOB TRAK SYSTEM, a computerized job matching system.  The
contractor is developing a coding plan to code SF 171s (government
applications/employee qualification statements) into the Job Trak
system.  Tasks from the job analysis study will also be coded into
the system along with job descriptions.  The computer will then

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                                 34


 produce  a  list  of  employees  who  are qualified  for  the  particular
 position.   As  this comes  into  operation,  OHRM  will be  able  to
 demonstrate a computerized  job matching system and examine  its
 utility  to EPA  for staffing  positions.

      The Career Management  Team  has also  been  involved in other
 initiatives this fiscal year and the following briefly summarizes
 them.  The design  and  conduct  of the HUNT VALLEY HUMAN RESOURCES
 PLANNING CONFERENCE was the  responsibility  of  the  Career Management
 Team.  At  that  conference OHRM provided the basis  for  establishment
 of  the Human Resources Council.   We reviewed OHRM  responsibilities
 of  serving as a catalyst  for Agency Human Resource activities.
 We  also  discussed  our  commitment to this  effort, examined the
 ideal work environment and constructed a  charter for the Council.

     Beyond this and the  job analysis study, a member  of the
 career management  team served  on a major  prototype study titled
 the ANN  ARBOR RETENTION STUDY.   OHRM introduced the Survey  of
 Organizations (SOO)  for use  in this study.   An internal task
 group has  been  appointed  to  deal with the broad umbrella issues
 faced by the organization and  the Office  Director  has  committed
 himself  to moving  Ann  Arbor  to a better balance of people with
 concern  for output.

     Other initiatives include the revised  TRAINING NEEDS
 ASSESSMENT,  the EPA  INSTITUTE, the DISCOVER self instructional
 career development program,  PROTOTYPE ORGANIZATION DEVELOPMENT
 PROGRAMS including pilots in OPPE(Managing for Inspired Performance)
 and ODW  (Managing  Relationships  at Work).   Finally the Career
 Management  Team has been responsible  for  setting up the SCIENTIFIC
 AND TECHNICAL CAREERS  ADVISORY COMMITTEE, the  SUPPORT  CAREERS
 ADVISORY COMMITTEE and serving as liaison to these committees.
 One major  effort upon  which  the  Scientific  and  Technical Careers
 Advisory Committee is  advising OHRM is the  job  analysis study and
 the policy  on membership  in  professional  societies.

     During FY'86  the  Career Management Team will  work to complete
 the first  phase  of the Job Analysis  Study and  related projects
and evaluate them  for  application  to  other  occupations.  We will
complete work on the Discover  program, and  implement the EPA
 Institute.   We  will also begin work  on implementation of an Agency
specific career management program  using  the data  from the  job
analysis study  as  background for  developing  this workshop.   With
these initiatives,  we  hope to address the major issue  identified
in the National Academy of Public Administration study, EPA's need
to give more attention to employee  concerns  about  Career Development.

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                            35
Presented by:
 John Alter
Team Member:
Elaine Newman
 FTS 382-3311
                 ORGANIZATIONAL DEVELOPMENT TEAM

     The Organizational Development Team completes the Workforce
Management Unit's approach by focusing on employees as members
of  the EPA community.  We presented these goals at the 1984 Hunt
Valley Planning Conference: to be a catalyst for change in EPA
and to promote a vision of EPA as a community in which we value
people as our principal resource.  To accomplish these goals our
near-term strategy was to do the following:

  0 to develop and disseminate these human resource goals from top
    management throughout the Agency to every employee;

  0 to facilitate the exchange of information by establishing an
  ~  effective communications network;

  0 to publish a variety of materials on human resource initiatives;
    and

  0 to advise organizations on team-building, improving their internal
    communications, quality and productivity.

Accomplishments

     At the HUNT VALLEY PLANNING CONFERENCE, we encouraged and
assisted the Council in developing a set of goals and a sense of
direction for its future activities.  We conducted sessions aimed
at confirming the individual members' commitment to creating the
kind of Agency in which we all want to work.  To make sure we
approach these tasks in a practical way, we discussed the scope
of potential Council actions and the possible resource and time
constraints members might face in their home offices.  An effective
part of the Hunt Valley meeting was the voluntary showcase present-
ations given by several members on innovative human resources
initiatives that worked well in their organizations.

     In May, the Council met at the MERIDIAN HOUSE in Washington
to go over their progress as a group and to explore further their
relationship with OHRM.  The participants began to recognize the
uniqueness and significance of the Council as a force for change
in EPA.  The group elected officers, assumed responsibility for
its own management, and proposed a committee structure to address
key areas of work.  Another round of showcase presentations gave
recognition to successful programs and stimulated dialog among
members.

     The OD Team managed the NAPA FOLLOW-UP STUDY of EPA in 1985.
Specifically, we helped redesign the questionnaire for the second
employee values/attitudes survey, preserving the majority of the
1983 questions for comparative analysis and adding new questions
related to OHRM strategies and programs.  We served as a sounding
board for NAPA in interpreting the survey findings and producing
a quality report to the Administrator.  We began to publicize the

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                                 36


 findings by developing and distributing a briefing which shares
 the "good news" in the NAPA report and indicates the areas they
 found still needed emphasis and continued effort.

      We recognized in the EXPERT WITNESS SEMINAR an extremely
 successful effort with potential for Agencywide benefit, and we
 acted as a catalyst to bring together the Training Office, the
 Office of General Counsel, and interested Agency clients to begin
 to expand and institutionalize the Seminar.  We provided seed
 funding to initiate courses on a pilot basis and helped with
 Agencywide marketing.

     The Team was active in the COMMUNICATION OF HUMAN RESOURCES
 POLICIES AND PROGRAMS AGENCYWIDE,  including the circulation of the
 Vision Paper presented by the Deputy Administrator, publication of
 Summary Reports of the Hunt Valley and Meridian House Council
 Meetings, EPA Times and Management Memo articles,  and distribution
 of audio-visual productions on human resources issues.   We have
 promoted the use of electronic mail and other new  technologies in
 support of our human resources communications network.

     We also provided DIRECT ASSISTANCE TO EPA ORGANIZATIONS by
 informing and advising individual  managers seeking help with
 organizational development.   We were able to assist with the
 planning and design of initiatives such as employee surveys,
 interviews,  retreats,  and other tools for improvement,  and
 provided information on consultants or contractor  assistance.

 Plans  for the Coming Year

     The Organizational Development Team will continue  to work
 closely with the HUMAN RESOURCES COUNCIL in an oversight, support
 and  assistance role,  focusing  on the activities of the  new
 Committees  (Communications,  Policy Review,  and Training)  and
 publicizing  Council activities.

     We  will continue  to  publicize and promote dialog about the
 1985 NAPA FOLLOW-UP STUDY OF  EPA.   We plan  to distribute  the NAPA
 Summary  Report to  every EPA employee,  and we  will  expand  our
 analysis  of  the  1985  employee  survey data  to  incorporate  the
 findings  into OHRM's program plans for the  coming  year.

     ASSISTANCE  TO  EPA ORGANIZATIONS will  continue to be  a  part of
 our work, within our  resource  and  time constraints.   This year we
 will compile  data on organizational  interventions  (team-building,
 communications workshops,  planning  and goal-setting  retreats,  etc.)
Agencywide to  develop  an  understanding  of managers'  needs  and  the
 consulting and contract services they  have  found helpful.   This
will form the  basis of  a  related effort  to  develop a  "user's guide"
 to aid managers  in  undertaking organizational  improvement  efforts.

     COMMUNICATIONS is  our overriding  priority  —  we will work hard
 to get the message  out  to managers,  supervisors and employees
throughout EPA about OHRM strategies and programs.

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                            37
Presented by:
Carolyn Scott,  OHRM
FTS 382-3311
                  PART I:  TRAINING NEEDS SURVEY

     The Training Needs Survey for FY'86 was sponsored by the
Office of Human Resources Management with cooperation from the
Personnel Management Division and the Human Resources Council.
The approach used this year to assess Agency-wide training needs
was different from procedures that have been used in the past.
We were interested in gaining a better understanding of organizational
trends in the Agency that would predict not only short range
training needs but the longer range career development needs of
our workforce.

     Human Resources Council Members were asked to conduct group
or individual interviews among the senior managers (Office
Directors and Division Directors) in their respective organizations.
A questionnaire, developed by OHRM/PMD, was to be distributed in
advance to interviewees to facilitate the process.  Interviewees
were asked to do long range thinking about issues that could
impact their organizations such as major staff changes, new
technologies, mission changes, etc.  Then they were to think
about knowledge, skills and abilities that need to be developed
among current and/or new employees.  Each respondent reported
their top 4 training priorities which resulted in seven major
training needs across the Agency.  They are:  Computer Technology;
Supervisory and Management Techniques; Personnel Management; Time
Management; Risk Assessment/Toxicology; Stress Management and
Effective Writing.

     The Survey found that organizations throughout EPA are
considering several options beyond formal classroom training to
meet training and development needs of their employees.  Some of
these options include on-the-job training, details and rotations
between offices (e.g. Headquarters to region, region to region,
etc.) and Intergovernmental Personnel Assignments.  Responding
organizations reported the Annual Performance Appraisal process
and Individual Development Plans (IDP's) as Career Development
practices in use in some offices.  Others reported they were not
using any Career Development procedures.

     The objectives of the Training Needs Survey for FY'86 were
to:

     0 provide a framework for managers to do longer range planning
       to meet training and development needs of their employees;

     0 provide OHRM/PMD with an information base to guide the
       administration of the Professional Training Fund and for

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                                 38


        designing  a  Career Management System for  the Agency;  and

      0  provide  an information  base  for  the  EPA.Training  Institute
        to  target  course  offerings.

      A  final  report is scheduled  for distribution  in November  '85
 to Human Resources  Council  Members  and  Personnel offices.

                Part II:   The EPA  Training Institute

      The EPA  Training Institute  is  a project which will  expand
 training opportunities for  employees utilizing in-house  talent
 and expertise.  This concept has  been in practice  in various
 parts of the  Agency for  some time;  however, the  idea of  an
 Institute  is  to centrally coordinate employee-instructed training
 to stretch training funds while supporting  job enhancement and
 career  development  for our  employees.

     OHRM will conduct an inventory of  all  in-house training
 activity throughout the  Agency during the month of November.
 This project  will support the  Institute in  its role as Clearinghouse-
 Broker  for identifying aggregate  training needs and for organizations
 requesting information on options for meeting training and
development needs of their  employees.

     A  Director and Steering Committee  are  to be appointed in the
near future to develop policy and operating guidance for the
 institute.  The priority  training needs reported in the Agency-
wide Training Needs Survey  will influence the types of courses
the Institute will  sponsor.  A limited number of courses will be
presented during the first  year with  the initial offerings scheduled
for Spring of 1986.

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                            39
Presented by:
Kathleen C. Callahan
Region II; Managerial
 Careers Advisory Com,
FTS 264-0455
           FRAMEWORK  FOR ACHIEVING MANAGERIAL EXCELLENCE
                     IMPLEMENTATION CONFERENCE

              Easton, Maryland - September  23-25,  1985


     Approximately forty  individuals  attended, representing the
 Office  of  Human  Resources Management, the  Personnel Management
 Division,  regional,  field and Headquarters program offices, in
 addition to  a consultant/facilitator  and an Office of Personnel
 Management representative.   The purpose of the Conference was to
 establish  a  task  force for  the implementation of  FAME.  Activities
 at  the  Conference were divided into three  major categories:

  "What  EPA's  program for  achieving managerial excellence should
  achieve;
  "What  is  needed  to get from the present to this  future and what are
  the impediments; and
  °What  are the action plans  required  for instituting a management
  excellence  program.

     These issues were addressed in small  groups  which reported
 their findings to the task  force members.  Key elements of group
 consensus  on  what EPA's managerial excellence program should
 achieve included:  emphasis  on management  as a.profession, consensus
 within  EPA on definition  of  management excellence, change within
 EPA to  a more  positive culture, a reward and rating system which
 reflects these elements,  ensuring agencywide participation,
 understanding  and ownership  of FAME,  need  and willingness for
 systems and managers to be  self-correcting, review make hard
 assessments of who we are, where we are.

     At the action plan stage, individuals selected the groups
 which they wanted to participate in.  Five major  groups were
 formed; the key program aspects which they will address are
 outlined below.

 The Communications Subcommittee will;

 On a short term basis, highlight the FAME  in as many appropriate
meetings publications as  possible; get feedback from Agency
managers and  other special interest groups, e.g., Women-in-Science
 and Engineering, the Scientific and Technical Careers Advisory
 Committee,  Federally Employed Women, et al.  Longer term issues
will be a marketing strategy, better definition of target audience,
 integrating FAME concepts with other agency policies, such as,
 classification, SPMS, Operating Guidance,  the Performance Management
 System, etc.

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                                 40


 The Training/Curriculum and Course Development subcommittee  willt

 Identify and  consolidate agencywide needs  assessments;  identify
 current EPA course offerings for executives,  managers  and  supervi-
 sors (E,M,S);  identify offerings of other  agencies/  the  private
 sector; relate course  offerings  to the  Managerial  Excellence
 Framework (MEF)  competencies or  characteristics; develop a catalog
 of  courses; develop a  "participative" developmental  program,
 e.g.,  IPAs, details, sabbaticals (other than  SES), rotational
 assignments;  address policy issues related to this;  develop  a
 training policy  after  reviewing  current EPA and 0PM  policies,
 deciding where change  is needed, who it should cover;  consider
 management  training policies of  other agencies, the  private
 sector; identify decision points;  make  recommendations.

 The  Performance/Rewards  subcommittee will;

 Deyelop a Performance  Management System (PMS)  that measures  and
 communicates  performance goals consistent  with FAME  expectations;
 evaluate how  the MEF might be used by EPA  in  its PMS:  sample
 existing standards of  E,M,S;  collect data  on  how other agencies
 handle  managerial  evaluations; consider establishing generic
 portions of E,M,S  performance agreements;  consider the possibility
 and means of employee  input  to E,M,S appraisals; develop strategies
 and  incentives for rewarding managerial excellence;  collect  data
 on non-financial  incentives  in other agencies;  review  current
 thinking and practice  on incentive awards;  explore alternative
 financial incentives to  those currently in  place.

 The Recruitment  and Selection subcommittee  will;

 Establish a pilot  talent  bank for  SES positions and  personnel;
 evaluate and develop standard language  for  use  in position
 descriptions,  vacancy  announcements, rating plans; define  specific
 indicators for MEF  competencies  and  effectiveness characteristics;
 define  aspects of  the  selection  process, i.e., applicant assessment,
 appraisal forms,  interview topics;  consider modifications  to the
Agency  Merit Promotion Plan; consider issuing  a recruitment/selection
 policy;  define and  examine  trend data to evaluate validity and
 effectiveness of MEF.

The Program Evaluation subcommittee  will;

Define  realistic program  success measures;  assure adequate
 justification  for and communication  of  program as it develops;
establish an on-going evaluation of  FAME,  identifying corrective
actions and revising program design  as  needed.

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                             41
Penny Fenner-Crisp
Sci/Tech Advisory
  Comm.
FTS 382-7589
         SCIENTIFIC/TECHNICAL CAREERS ADVISORY COMMITTEE

     Vision and mission statements for the Scientific/Technical
Careers Advisory Committee were just two of the significant
accomplishments to come out of the September meeting of the
Committee.  Under the skilled direction of Jack Rosenblum from
the Atlanta Consulting Group who served as process consultant, the
Committee became a team, identifying its vision and mission and
proposing a series of objectives on which to work.  The objectives
are being refined; nonetheless, individual Committee members have
made commitments to work on those initiatives believed necessary
to achieve the Committee's goals and to make the vision a reality.

     The Committee has two standing subcommittees:  1) Training
(chaired by Mavis Bravo) and 2) Disincentives (chaired by Rosemarie
Russo.)  This latter subcommittee serves to identify, and recommend
ways to obviate, those policies and situations that cause the
"science drain."  The science drain is defined as the spending of
time by Agency scientific staff on non-scientific, usually
administrative, tasks.

     The Committee also has a number of Ad Hoc subcommittees.
There are subcommittees to: 1) develop a policy statement of Agency
support of individuals' certification in specific disciplines, e.g.
engineering and toxicology; 2) evaluate the feasibility/desirability
of requiring a separate Critical Job Element/Performance Standard
for Professional/Career Development in individuals' Performance
Agreements; 3) monitor the Job Task Analysis for chemists and
physical scientists; 4) categorize and prioritize the Committee's
Strategic Objectives; and 5) determine the desirability/feasibility
of Agency ombudsperson(s) for career development.

     The Committee recently completed a significant task-the
revision of the draft policy statement on Participation in
Societies and Associations.  This policy statement, to be signed
by the Administrator, describes both the Agency's and employees'
roles in outside organizations whose activities are pertinent to
the mission of EPA.  The draft statement will be circulated widely
throughout the Agency for review and comment.  The key elements
of this policy statement include proposals that:

     1) Each Office (budget unit) set aside sufficient travel
        and/or training funds to permit no less than a specific
        percentage of its employees to attend society and
        association meetings each year.

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                           42
2) Excused absence be granted to employees willing to pay
   their own way to at least one meeting per year.

0 Employees be encouraged to chair sessions and present
  papers at society or association meetings.

0 Employees be encouraged to submit original and review articles
  and reports to peer-reviewed journals; supervisors are
  encouraged to support and promote such endeavors.

0 Employees be responsible for paying their own membership
  fees and dues unless the Agency finds that membership is a
  job requirement for the individual or that institutional
  membership is advantageous to the Agencyt in which cases the
  Agency will pay.

0 Employees be encouraged to assume leadership roles in job-
  related professional societies and associations.  Employees
  appointed or elected to leadership roles shall be allowed
  reasonable time and resources to carry out their responsibil-
  ities.

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                                                          Appendix
           HUMAN RESOURCES COUNCIL MEETING PARTICIPANTS
              CINCINNATI, OHIO, OCTOBER 16-18, 1986
HEADQUARTERS

A. James Barnes
Deputy Administrator

LaJuana S. Wilcher
Assistant to the Deputy Director

Robert S. Cahill
Special Assistant to the Deputy
  Administrator                ;
Nathaniel
Office of
          Scurry, Director
          Civil Rights
Diane Bazzle, Director
Office of Executive Support
Office of the Administrator

Howard M. Messner
Assistant Administrator
  for Administration and
  Resources Management

Kenneth F. Dawsey
Deputy Director
Office of Administration
  and Resources Management

Gerald Yamada
Deputy General Counsel
Office of General Counsel
Mary Boylen, Chief
Administrative Support Staff
Office of General Counsel

John Beecher, Chief
Program Management Staff
Office of Policy, Planning and
  C^T -» 1 i i a t- i *"\r»
Office of Policy
  Evaluat ion

Mavis Bravo, Engineer-
Office of Policy, Planning
  Evaluation
                                    Anne Miller, Director
                                    Special Programs & Analysis Division
                                    Office of Federal Activities
                                    Office of External Affairs

                                    Edwin Canady, Director
                                    Administrative & Management Services
                                      Division
                                    Office of Inspector General
Robert Blanco, Director
Municipal Facilities Division
Office of Water-

Penny Fenner-Crisp, Chair
Scientific/Technical Advisory
  Committee
Human Resources Council

Patricia Keitt
Office of Water
                                    Joyce Hay
                                    Office of  Solid Waste and
                                      Response
                          Emergency
                                    Charles Freed, Director-
                                    Manufacturers Operations Division
                                    Office of Air & Radiation

                                    Marylouise Uhlig, Director
                                    Office of Program Management
                                      Operations
                                    Office of Pesticides and Toxic
                                      Substances
                           and

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 REGIONAL OFFICES
 Paul  G.  Keough
 Deputy Regional  Administrator
 Region I
 Boston,  Massachusetts

 Georgianna  Bishop
 Personnel Management Specialist
 Region I
 Boston,  Massachusetts

 Connie Griffin
 Federal  Women's  Program  Manager
 Region I
 Boston,  Massachusetts

 Herbert  Barrack
 Assistant Regional
 Administrator for Policy
   & Management
 Region II
 New York, New York

 Kathleen Callahan
 Deputy Assistant Regional
   Administrator  for Policy  &
   Management
 Region II
 New York, New York

 Donna  Fishman
 Presidential Management  Intern
 Region II
 New York, New York

 Stanley  Laskowski
 Deputy Regional Administrator
 Region III
 Philadelphia, Pennsylvania

 Michael  Kulik
 Human  Resources Development
  Officer
 Region III
 Philadelphia, Pennsylvania

 Howard Zeller
 Assistant Regional Administrator
  for  Policy & Management
 Region IV
 Atlanta, Georgia

 Lynn Agin
 Employee Development Specialist
 Region IV
Atlanta, Georgia
Nicholas Bollo, Chief
Personnel Branch
Region V
Chicago, Illinois

John S. Fleeter
Assistant Regional Administrator
  for Management
Region VI
Dallas, Texas

William Rice
Deputy Regional Administrator
Region VII
Kansas City, Missouri

Delores Platt, Associate
  Assistant Regional Administrator
  for Policy & Management
Region VII
Kansas City, Missouri

Linda Adams, Chief
Personnel & Organization Branch
Region VIII
Denver, Colorado

John Spafford, Chief
Personnel & Organization Branch
Region IX
San Francisco, California

John Duff
Region IX
San Francisco, California

Nora McGee, Director
Management Division
Region X
Seattle, Washington

Floyd Winsett
National Field Coordinator for
  Human Resources
Region X
Seattle, Washington

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LABORATORIES

Frank Princiotta, Director
Air & Energy Engineering Research
  Laboratory
Research Triangle Park,
  North Carolina

Michael Watkins
Personnel Officer
Office of Administration
Cincinnati, Ohio

William Frietsch, Director
Program Operations Office
Hazardous Waste Engineering
  Research Laboratory
Cincinnati, Ohio
Arthur Sandoval,  Chief
Personnel Operations Branch
Las Vegas, Nevada

Hector Suarez, Director
Personnel Management Division
Research Triangle Park,
  North Carolina
PERSONNEL MANAGEMENT DIVISION

Clarence Hardy
Director

Michael Hamlin
Training Officer
Program Assessment & Support
  Branch

OFFICE OF HUMAN RESOURCES MANAGEMENT

K. Kirke Harper, Director

Workforce Management Unit

F. Cleo Spartin, Director

Mary Lou Melley
Workforce Planning Team

Kenneth Wright
Career Management Team

Carolyn Scott
Career Management Team

John Alter
Organizational Development Team

Elaine Newman
Organizational Development Team
Donald Sadler, Chief
Program Assessment & Support
  Branch
SES and Executive Resources

Peg Anthony
Executive Development Programs

Doris McCurdy
Executive Operations Team

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