United States
Environmental Protection
Agency
Office of Water
Washington, DC 20460
March 1991
The Office of the 90s
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Contents
EXECUTIVE SUMMARY iii
GETTING STARTED 1
STUDY METHODOLOGY 3
Objectives 3
Study Process 3
Choosing Pilot Organizations 3
Information Gathering 4
Building and Maintaining the Information Flow 4
Analysis and Findings 5
Developing Specific Recommendations 5
Developing OW-Wide Recommendations. 5
OVERVIEW OF KEY FINDINGS AND EMERGING THEMES 7
Central Themes , 7
Organizational Maturity 7
Automation ..7
Support Staff 8
FINDINGS, IMPACTS, AND RECOMMENDATIONS 9
Organizational Maturity 9
Automation 14
Support Staff : 18
TOOLS FOR BUILDING A 1990s OFFICE 25
Shaping the Change 25
Creating Potential for Office Support Staff 26
Managing Time 30
Automating Office Tasks 30
SUMMARY 33
Table of Contents
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Appendices
Appendix A 37
Focus Group and Interview Questions 37
Appendix B 39
Office Task Inventory 39
Appendix C 47
The Para-Professional Position: A Step Toward the Future 47
Para-Professional Tasks 48
Para-Professional Competencies 51
Specifc Knowledge Requirements For Each Of The Three Main
Para-Professional Types 56
Appendix D 57
Office Activity Profile 57
Appendix £ 65
Model Position Descriptions 65
Appendix F '. 97
Time Study 97
Appendix G ..113
CompScan Study 113
Appendix H 123
Automating Office Tasks 123
Appendix 1 127
Further Readings 127
Table of Contents
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Acknowledgments
This document was prepared for the U.S. Environmental Protection Agency under Contract
Number 68-W8-0106. Ms. Pat S. Keitt of the Resources Management and Administration
Office, served as the manager of the project.
I would like to thank the following people within the Office of Water for their assistance and
participation in this study:
Craig Vogt
Bob Blanco
Deborah Seal
I would also like to thank the many other people who participation was key to the study's
outcome, They include:
Employees of the Office of Water's Marine Operations Division and
State Programs Division
Employees of the Office of Water's Human Resources Council
Employees of the Office of Human Resources Management
Members of the Conceptual Systems, Inc. team
I would like to give special thanks to Bill Whittington who recognized and addressed the
workforce changes occurring in the Office of Water.
Mary E. Blakeslee, Director
Resources Management and
Administration Office
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EXECUTIVE SUMMARY
The Environmental Protection Agency's Office of Water (OW) is in a period of transition as
OW changes the way it carries out its environmental mission and its program responsibilities.
These changes include:
>• an increasing emphasis on reducing ecological as well as public health risks from
pollution;
>• a larger citizen role in environmental decision-making;
>• increased state and local responsibility for implementing environmental programs; and
>• a rapidly changing computer technology that is impacting the way work is done.
OW is no longer an organization that merely writes National policies and regulations and
oversees their implementation by others. OW, instead, is taking a more integrated approach
to protecting and restoring the Nation's water resources. This approach has created a need
for developing new tools, systems and structures that place more emphasis on, and support:
>• education, outreach activities, and programs to influence individual decisions;
>• a broader use of technology transfer;
> identifying and modifying market mechanisms (e.g. imposition of fees, availability of
tax preferences and Federal subsidies).
These new methods of operation along with the existing regulatory framework will balance
the water resources. Both regulatory and non-regulatory tools will empower Federal, state
and local agencies to further integrate efforts to protect water resources.
As a result of changes in the way OW approaches its mission, OW is undergoing a self-
examination process to look at its current organizational structure, management styles,
communication patterns, and staff roles.
The focus of this examination is on communications and management capabilities within
OW. Specifically, the Office of Water's investigations looked at some of the themes just
discussed and found an organization in a state of change due to:
>• a redefinition of how the organization's mission objectives are to be achieved;
> the introduction of automated technology; and
>• the change in staff roles, particularly the office support staff.
Executive Summary iii
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Executive Summary
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GETTING STARTED
In 1988 the Office of Water's Human Resources Council recognized that changes were occur-
ring in the OW work environment, specifically, they saw:
>• a new focus on the interrelationship and coordination of the work done by individuals
and groups that was changing the role and responsibilities of the scientific and techni-
cal staff;
>• a continued and increased use of the private sector to support OWs mission;
> a change in the support staffs duties and tasks. While office support staff were not
doing as much typing and filing as in the past they were still very busy. It was not
clear, though, exactly what it was they were busy doing; and
> a change in the way work was being done due to the use of automated tools and
systems.
These changes were affecting many aspects of the human resource equation—from the selec-
tion of new hires to the management of the existing workforce. It was apparent that the roles
of managers and employees were changing. It was, however, not as apparent what those new
roles were. For example, office support staff were seen as the primary workgroup in which
the greatest role changes were being experienced. As an outgrowth of discussions with the
OW Human Resources Council and other members of OW's human resources community,
the opportunity arose to develop individual goals and strategies to address the changes in
OW's support staff workforce. The Office of Water, Office of Pesticides and Toxic Sub-
stances, and Region Vn initiated a study to define and identify the changes that were occur-
ring in the diverse roles and responsibilities of support staff. The objective of the study was
to come up with a set of recommendations that, when implemented, would ensure that office
support staff remained effective and productive.
The initial project concentrated on collecting information and opinions about the changes in
the support staff work from a broad spectrum of sources that included:
> the human resources community,
> Agency representatives,
> current literature, and
> interviews with a cross section of the workforce (20 employees) in the Office of Water,
Office of Pesticides and Toxic Substances (OPTS) and Region VII.
From the results of the survey it became apparent that functional changes were occurring at
all levels of the workforce. In addition to the changes in staff roles, changes were also occur-
ring at the organizational level.
At this point the Office of Pesticides and Toxic substances decided to continue looking at the
support staff and did a position classification study, while the Office of Water decided to take
a more in-depth look at the changes that were occurring. The initial study, with its narrow
Getting Started
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focus on examining office support staff roles, became Phase I of a much larger project. The
information gathered in Phase I was used to design the methodology for Phase II. In Phase
n the project was expanded to examine the changes that were occurring from an organiza-
tional perspective including all levels of staff from a cross-section of OW organizations.
Getting Started
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STUDY METHODOLOGY
Objectives
The Phase n objectives of the OW study were to:
> identify the changes affecting OW;
> identify the impact of those changes on the workplace,
the employees, and OW's mission; and
>• recommend actions that would take advantage of the
opportunities that the changes presented.
Both individual interviews and focus group sessions were
used in the study. The focus groups were the prime source of
information gathered for the study. It was felt that the best
source of information about how the work/workplace was
changing would be from the staff themselves. It was also felt
that they would be the best source for determining solutions
to address the changes. The intent in using the staffs input
was to develop solutions that would be "workable" and to
ensure their "buy-in" .
Prior to meeting with the focus groups, background informa-
tion was gathered to develop a profile of the organization's
role and responsibilities. Functional statements, position
descriptions, and program agendas provided much of the
background information.
Study Process
Choosing Pilot
Organizations
Three organizations volunteered to participate in the OW
study:
>• State Programs Division in the Office of
Drinking Water;
>• Marine Operations Division in the Office of Marine
and Estuarine Protection; and
> Resources Management and Administration Office,
Immediate Office of Water.
These participating organizations represented both line and
staff organizations. While it was not possible to study all the
organizations within OW, the above three offices provided a
good cross-sample of the functions and mission of OW
organizations.
Study Methodology
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Information Information was collected in three ways: focus groups,
Gathering individual interviews, and review of existing documents and
records. This was the most important step in the process
because the results of the interviews provided the informa-
tion needed to identify the changes that were occurring in
OW and formed the basis for the recommendations that
ensued.
Groups
Three to six focus groups were conducted in each organiza-
tion. Managers, technical/professional staff, and support
staff met separately, in groups of five to eight. Appendix A is
a list of the questions asked during the individual interviews
and focus group sessions. The sessions were structured to:
>• gather information and ideas about present and future
office tasks and structure;
>• identify problem areas; and
> brainstorm possible solutions.
Individuals
In the individual interviews, managers were asked to define
the types of tasks performed in their office. The managers
added, deleted, edited and validated a list of generic office
tasks to define the types of tasks done in their offices. Ap-
pendix B is the list of tasks developed as a result of the inter-
views. The list represents tasks performed by all staff in the
office. In addition to defining office tasks, the managers also
helped develop a list of support staff competencies (Appendix
C).
Records
Information obtained from an examination of functional
statements, position descriptions, program agenda statements
and other organizational documentation helped provide
additional background information.
Study Methodology
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Building and
Maintaining the
Information Flow
Analysis and Findings
Developing Specific
Recommendations
Developing OW-Wide
Recommendations
A vital aspect of the study was building and maintaining a
flow of information between the study facilitators and par-
ticipants. Throughout the study the facilitators met with the
organization members to verify and validate the information
collected. These meetings not only promoted the involve-
ment of the participants but also provided them with a forum
in which they could express their thoughts and concerns.
The information gathered during the interviews and focus
groups was compiled and reviewed to identify the major
areas of change that were occurring in OW. Findings or
issues related to each area of change were also identified.
A series of recommendations specific to each participating
organization was developed to address the findings identified
in the information gathering activities. The recommenda-
tions were designed to help each organization prepare to
meet the new challenges and workplace changes in the 1990s.
Some of the trends and issues found in the study were com-
mon across the three organizations and represented changes
that were occurring throughout OW. Recommendations
were developed that could be applied broadly with minimal
customization.
Study Methodology
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Study Methodology
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OVERVIEW OF KEY FINDINGS AND
EMERGING THEMES
Central Themes
Organizational
Maturity
Automation
Three central themes arose from the study:
>• Organizational Maturity;
>• Automation; and
> Office Support Staff.
These themes address major areas of change that are occur-
ring in the way in which the organization achieves its mission
and were seen as having the greatest impact on the work-
place.
Current OW organizational structures and management
styles at all levels are often limiting factors in cross-program
initiatives and appear to impede progress in OWs shift to a
more holistic approach to environmental protection.
Current communication patterns throughout OW do not
foster inter-organizational interaction. This is exacerbated by
the diversity of the workforce and the ineffective communica-
tion skills of many members of the organization.
Offices do not have staff with a mix of technical/scientific
and communication/management skills to perform effectively
and carry out the mission of OW in a changing environment.
The potential power of the personal computer (PC) and other
office automation technology is not fully understood, nor is
full advantage being taken of automation's potential for
improving and enhancing the work of support, managerial,
and program staff.
Current automation has affected the roles and responsibilities
of all OW employees. However, automation provides oppor-
tunities to enrich the jobs and to improve the performance of
all OW employees.
Overview of Key Findings and Emerging Themes
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Office
Support Staff
The contribution of office support staff to the organization's
mission in the new work environment is not well understood
by the staff themselves and by their supervisors and other
staff in their organization. Work done by office support staff
is often perceived as providing minimal value to the OW
team.
The current office support staff job series (GS-318/322) do
not reflect their emerging role or the potential of their contri-
butions to the office of the future.
OW is having increasing difficulty in hiring and retaining
skilled office support staff to meet the needs of the changing
office environment.
Next. . .
The following section describes the themes and key findings
in further detail. Following each finding is an impact state-
ment describing how the change has affected the Office of
Water and its workforce. Recommendations for actions or
ways to take advantage of the opportunities arising from the
changes follow each impact statement.
For ease of understanding and presentation, the themes and
findings are presented as separate entities. It is important,
however, to remember that the findings are interrelated and
interwoven. For example, the type of product that an office
provides is as much a result of the office's increasing interac-
tion with outside agencies (Organizational Maturity) as it is a
result of the office acquiring a new desktop publishing soft-
ware (Automation) or an employee learning desktop publish-
ing skills (Office Support Staff).
Overview of Key Findings and Emerging Themes
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FINDINGS, IMPACTS, AND
RECOMMENDATIONS
The following section presents the key findings with respect to each of the three themes:
>• organizational maturity
> automation
> office support staff
A brief synopsis of each finding, shown boxed, is followed by text giving further explanation
and clarification. The statements that follow each key finding describe the impact of the
finding on the way the organization and staff currently operate. The recommendations
following the impact statements present a means for addressing the problems that have been
identified. The recommendations also describe ways in which the organization can take
advantage of the opportunities for improvement and enhancement of employee and organiza-
tional effectiveness that the changes represent.
Organizational
Maturity
Current organizational structures and manage-
ment styles at all levels are often limiting factors
in cross-program initiatives and appear to impede
progress in OW's shift to a more holistic ap-
proach in environmental protection.
Changes occurring in OW's focus and methods of operation
are affecting the management of its work activities and pro-
grams. In the past, projects or activities were often accom-
plished by a single person or group working in isolation.
This traditional hierarchical structure worked well in types of
situations with minimal involvement of parties outside of the
primary workgroup. Hierarchical management styles, how-
ever, did not impede work-related communication nor activ-
ity planning. OW, on the other hand, is continuing to place
more and more emphasis on outreach and cross-program
activities both in the public and private sector. This has
resulted in an increasing need for coordination of the collabo-
rative efforts of parties affected by, and participating in the
problem solving activities. This also means that project
management must move from a closed, analytical style of
operation and decision making to one that is more open and
participatory.
Findings, Impacts, and Recommendations
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To expedite and facilitate the management of cross-func-
tional projects, there is an ongoing shift from the traditional
hierarchical systems and management styles to matrix man-
agement systems/styles. Matrix management works well in
an environment of continuing change where projects may
cross many functional areas. Problems have developed,
however, because matrix management is only partially imple-
mented within the constraints of the existing hierarchical
structures.
The coexistence of two very different management structures
within one organization often causes problems with regard to
project management communication, and work planning/
coordination. For example, communication regarding cross-
functional projects is usually more informal in nature and
frequently bypasses the more formal upward communication
channels found in the traditional structures. While most
employees working on cross-functional projects are usually
clear about what their project leader needs to be kept in-
formed of, they are not always as clear about what informa-
tion they also need to pass on to their "traditional" manager.
As a result, supervisors and managers in the traditional
structure are often left "out of the information loop." Fur-
thermore, the dual management structures also cause prob-
lems in planning and coordinating work assignments. It is
not uncommon to find employees who have been assigned
tasks by a "project" manager that compete with tasks as-
signed by their "traditional" manager. Since employees are
directly involved with their project managers on more of a
one-to-one relationship, conflicts are often resolved first hand
and do not involve the upper chain of command. Conflict
occurs when priorities are not agreed to by all parties. Also,
project managers may not even be part of the organization.
impact
The formal hierarchical communication approach conflicts
with the more informal matrix communication approach and
frequently impedes communication between employees and
managers.
Employees and managers, therefore, often find it difficult to
plan, manage, and assign work, and often find themselves
with conflicting or unclear priorities.
10 Findings, Impacts, and Recommendations
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Changes in the work mission require flexibility to move from
topic to topic and may require different leadership for each.
Recommendation
Analyze current management structures to identify areas that
can be improved to reflect and support cross-functional
leadership, flexibility, and communication between employ-
ees, managers, and outside parties.
Current communication patterns do not foster
inter-organizational communication. This is exac-
erbated by the diversity of the workforce and the
ineffective communication skills of many mem-
bers of the organization.
Current communication patterns within OW facilitate intra-
organizational rather than inter-organizational communica-
tion. While the current communication patterns facilitate the
exchange of ideas within the internal hierarchy or work-
group, they do not facilitate communication across organiza-
tions. For example, most staff are aware of priorities within
their office or project workgroup (intra-organizational); few,
however, are aware of activities in other branches or divi-
sions of the organization (inter-organizational communica-
tion). Knowledge about what is going on elsewhere in the
organization can be meaningful and provide useful informa-
tion to support or enhance project activities or to avoid
duplication of work efforts.
Many OW employees do not possess effective communica-
tion skills such as negotiating, writing, and working in a
group environment. This often results in miscommunication
and creates problems that might otherwise not exist. Com-
munication is further effected by the diversity of the work-
force composed of individuals from different professional,
non-professional, educational, and cultural backgrounds.
Having to work collaboratively has increased the potential
for communication problems and misunderstandings between
individuals and workgroups.
Findings, Impacts, and Recommendations
11
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Impact
Duplication of work occurs when managers and staff are
unaware of similar or supporting efforts that are going on in
other parts of the organization.
Obtaining information about other branches or divisions
(inter-organizational communication) is difficult and often
impeded by hierarchical, internally focused communication
patterns.
Recommendation
Enhance communication through structures and tools (i.e.,
E-mail, newsletters, voice mail, interpersonal communication,
staff meetings, etc.) that increase awareness of projects and
efforts being done by Task Force workgroups, cross-program
projects and other parts of the organization.
Impact
Miscommunication often occurs due to the organization's
changing functions and the diversity of the workforce.
Recommendation
Conduct training for staff at all levels to provide or improve
the quality of communication between individuals and work-
groups, and to increase awareness, understanding and accep-
tance of the diversity in the workplace.
Offices do not have staff with the mix of techni-
cal/scientific and communication/management
skills to perform effectively and carry out the
mission of OW in a changing environment.
As OW focuses more and more on outreach activities and
cross-program functional projects (e.g., use of OWs multiple
statutes' enforcement, research and regulatory tools to solve
environmental problems) it is becoming increasingly impor-
tant for OWs staff to become skilled communicators and
managers as well as being skilled technicians/scientists. To
12
Findings, Impacts, and Recommendations
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work efficiently and effectively all staff must possess good
oral and written communications skills in addition to other
skills such as problem solving, computer literacy, judgement,
and decision making. Also, staff can no longer work in
isolation. They must be able to communicate their scientific/
technical knowledge to other scientists and technicians as
well as to non-scientists/technicians. They must be able to
work and communicate with project teams both inside and
outside of their office, OW and with people outside of EPA.
The profile of a successful staff member in this new environ-
ment is one in which "good science" skills are coupled with
"good management and communication" skills. However,
the OW study found that current staffing practices often pay
more attention to the scientific and technical expertise of
candidates while little attention is paid to their communica-
tion and management expertise and skills. This is not en-
tirely a reflection of OWs hiring practices. Many scientific
and technical staff programs at colleges and universities do
not provide communication or management courses as part
of their curriculum. The available market of skilled scientific/
technical staff that are also skilled managers and communica-
tors is limited.
Impact
Many employees are having difficulty in effectively performing
their work since they do not possess the communication and
management skills necessary to bring their technical and scientific
skills to bear in an open, participative decision making environ-
ment.
Recommendation
Assess current staff needs and conduct training to develop
staff in all areas of communication; meeting management,
electronic communication, interpersonal communication,
written and oral presentations, etc.
Reevaluate future organizational staffing needs and recruiting
practices to determine the right mix of scientific/technical and
communication/managerial skills that will be needed for the
1990s. Develop strategies to ensure current staff is prepared
to meet the needs of the 1990s and that new staff is hired
Findings, Impacts, and Recommendations 13
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Automation
according to the organization's needs. OW managers should
look to EPA programs such Greater Leadership Opportuni-
ties and Management Interns as a source of staff trained in
these broader skills.
The power of the personal computer (PC) and
office automation technology are not fully under-
stood, nor is full advantage taken of
automation's potential for improving and enhanc-
ing the work of support, managerial and program
staff.
There is a proliferation of hardware and software in OW
offices. Most offices, however, have not yet unlocked the
full potential of automation for administrative/management
functions or for mission-oriented work (program/technical
applications).
Only a few administrative/management staff use, or are
trained how to use, automation tools and technology to
enhance the productivity of their office. Others are not
aware the tools exist. There is also limited or sporadic use of
automation tools and systems for tasks such as records man-
agement, scheduling, desk-top publishing, electronic commu-
nication, and budget/administrative tracking. For example,
instead of using a centralized computer-based filing system
many employees keep hardcopy duplicates of documents in
their personal files. Not only does this result in an unneces-
sary proliferation and duplication of paper, it also makes it
difficult for others to find documents and records in a timely
As more and more staff share in the development of docu-
ments and reports (distributed processing) there is a growing
need to systemize the management of computerized records.
It is also becoming increasingly difficult to find documents
kept in individual employee computer-based media (i.e., on
floppy disks). For example, there is no organization-wide
policy staring how computer generated documents or files
14
Findings, Impacts, and Recommendations
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will be named and where copies of the files will be kept. This
makes it very difficult when more than one person is working
on a document and there is a need to access another project
member's computer files.
Despite the potential of PCs to facilitate tracking and the
availability of automated generic tracking tools (e.g., Lotus 1-
2-3, etc.) OWs allocation of time and resources for adminis-
trative tracking systems is very limited. Of the computer-
based tracking systems that are available within EPA, many
are not yet installed in OW or being effectively implemented.
This reflects a lack of understanding about the overall pro-
gram advantages such as increasing productivity as well as
skills in using and customizing automated tools.
Moreover, the program/technical activities of two-grade
interval staff have the potential of being greatly enhanced by
using the PC for tasks such as modeling, database manipula-
tion, tracking, and project management. Except for a few
computer "gurus" within OW this potential has not yet been
fully tapped by most OW program/technical staff.
OW has allocated considerable resources for hardware and
software but many managers have not yet made the full
investment in technology to ensure its ongoing success. For
example, some managers budget for external system mainte-
nance contracts but most do not provide the internal user
support services and training necessary to carry out projects
on a daily basis.
Impact
Productivity for both office support and project/technical
functions is not as high as it might be because staff are not
adequately trained to understand or use the full capabilities
of PCs and other automated technology.
Findings, Impacts, and Recommendations 15
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Recommendation
Conduct an in-depth assessment of the work performed,
automation tools available, and level of existing skill needed
to cany out office support and programmatic functions to:
>• develop an automation education program for all OW
employees and managers. The program should not
only train the employees and managers in the use of
automation but also should provide them with an
understanding of the benefits of automation and how
automation affects and enhances the conduct of their
work; and
> design operational procedures that will most effec-
tively use automated methods and tools in performing
office functions.
Impact
An inordinate amount of rime is often necessary to respond
to information requests because many documents and records
are not in an easily accessible central location. This is due to
the lack of policies and procedures for manual and computer-
ized records and distributed processing.
Recommendation
Establish a records management program within each office,
including policies and procedures, to facilitate document
management in a distributed processing environment. Rely
on a central file system for official copies of documents and
records and limit personal files to working documents.
Impact
Management's ability to obtain an organized and comprehen-
sive view of organizational activities is hindered by the lack
of resources spent on administrative tracking systems.
Recommendation
Conduct a study of office needs to design systems for track-
ing administrative, technical and management activities.
Design generic systems that can be easily tailored to each
office's specific needs.
16 Findings, Impacts, and Recommendations
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Impact
Office automation systems are not adequately supported.
Rarely is someone internally assigned to ensure proper use,
operation and maintenance at the user level.
Recommendation
Ensure that adequate on-site support is provided to coordi-
nate the automation activines (training, use, location, etc.)
within each organization. Rely upon or make use of existing
resources and support services (i.e., WIC On-site Coordina-
tor) as much as possible.
Automation has affected the roles and responsi-
bilities and provides opportunities to enrich the
jobs and to improve the performance of all OW
employees.
The advent of automation and user-friendly software has
changed the roles of employees and managers and given them
the capability of performing tasks and activities that previ-
ously might have been too difficult or time-consuming to
learn or perform.
With more and more two-grade interval staff doing their own
word processing, office support staff have more free time to
take on other office tasks such as document preparation.
Specifically, desk-top publishing and graphics production,
previously done by outside contractors, can now be done in-
house as access to tools (PCs) and software that can be used
with a minimum of training are available.
Privatization should not necessarily decrease, but office
support tasks need to be examined to determine what would
best be done in-house and what should continue to be done
by outside contractors. Contractors are still needed for spe-
cialized or custom projects. However, with training on
existing software, office support staff could develop many of
OWs documents. This type of work also gives office support
staff job enrichment opportunities. Tasks such as data entry
could, on the other hand, be contracted out to relieve OW
office support staff of the drudgery of this task and use their
time more effectively.
Findings, Impacts, and Recommendations
17
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Office Support
Staff
Impact
Most two-grade interval employees are no longer dependent
on the traditional office support structure for most of their
clerical routine document production needs.
Managers are able to assign clerk-typists and secretaries new/
additional tasks that are outside the normal scope of GS-318/
322 work. New tasks draw from base skills and add higher
level requirements.
OW is developing the capability within its existing workforce
to do work that is currently contracted out (i.e., desktop
publishing, graphics development, data management, etc.).
Recommendation
Examine the work done by office support, technical, and
managerial staff as well as outside contractors to determine
the most appropriate distribution of tasks. The analysis
should look at both the short- and long-term shirts.
The contribution of office support staff to the
organization's mission in the new environment is
not well understood and work done by office
support staff is often perceived as providing
minimal value to the OW team.
There is a continuing perception in OW that office support
staff are only providers of traditional services such as typing
and filing. This perception is reinforced by the lack of in-
volvement in activities beyond a narrowly defined scope. For
example, current operating practices often do not include
office support staff in the routine information loop in order
to keep them informed about, or actively participate in defin-
ing the scope ofj and their role in organizational activities.
For example, office support staff are often given tasks with-
out any explanation of how their work fits into the whole
picture of the project/assignment).
18
Findings, Impacts, and Recommendations
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Office support staff are seldom brought into the planning
process for organizational activities that significantly affect
their work and that could benefit from their expertise (e.g.,
planning for preparing a major report). In addition, the
contributions of office support staff are not acknowledged or
are overlooked when recognition is given for projects well
done.
Impact
Office support staff do not feel that they are part of the OW
team.
Recommendation
Change operational practices to include office support staff
from the beginning of a project/assignment.
Impact
Office support staff do not feel that they are adequately
recognized for their role and contributions in helping achieve
the organization's mission.
Recommendation
Revise the formal and informal recognition efforts/programs
to include all members of the project/work team. Managers,
supervisors, and project leaders should increase their use of
recognition systems to acknowledge the contributions of all
team members.
Impact
Program staff do not perceive that the office support staffs
contributions play an integral part in helping the OW team
achieve the organization's mission.
Findings, Impacts, and Recommendations 19
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Recommendation
Design and implement a program to develop and promote an
appreciation of the occupational diversity and contributions
of OW team members.
Review operational practices to ensure that managers and
supervisors take a proactive role as advocates and
communicators of the office support staffs role within the
organization.
The current office support staff job series (GS-
318/322) do not reflect the office support staff's
emerging role or the potential of their contribu-
tions to the office of the future to meet the needs
of the changing office environment.
Office support staff members in OW, hired to fulfill tradi-
tional office support functions, are finding their roles in
transition. This transition is primarily due to the effect of
office automation. Automation has freed office support staff
from many of their traditional, time-consuming duties and
has introduced opportunities for providing a broader range
of support services (i.e., desk-top publishing, administrative
tracking, conducting initial research, etc.). Traditional duties
are being replaced with more sophisticated and highly skilled
demands. Automation has created new opportunities for job
enrichment and advancement and offers the potential to
improve the productivity of all staff members. Many OW
offices, however, have not yet taken full advantage of the
opportunities and potential that automation offers. In addi-
tion there is no guidance available to help managers plan for
the new roles that all staff, and in particular the office sup-
port staff, will have in today's automated office.
Impact
Current office support staff job series do not allow for the
transition of office support staff to the new, emerging role
iviany staff continue to operate in the traditional office
support staff role.
20
Findings, Impacts, and Recommendations
-------
Recommendation
Identify the new office support staff duties and responsibili-
ties that will be needed to function in today's and tomorrow's
office.
Change the current office support staff job series to one that
reflects their emerging role in the office of the future.
Train office support staff to ensure that they are able to carry
out their new duties and responsibilities. Recruit in areas of
deficiency.
Impact
Managers will need new tools and guidance in order to
capitalize on the current and future opportunities that auto-
mation offers for office support staff growth and productiv-
ity.
Recommendation
Develop and implement new tools and guidance to help
managers take a proactive role in seizing the opportunities
that automation offers.
Provide manager training, coupled with on-the-job learning
experiences, so that managers can assist all levels of staff in
taking advantage of the opportunities and improved produc-
tivity that automation offers.
OW is having increasing difficulty in hiring and
retaining skilled office support staff.
Increasingly, entry-level office support staff are seen to be
particularly lacking in both the basic and higher level skills
needed to function in today's office. Possessing basic office
skills such as good "keyboarding" skills is not enough. Of-
fice support staff also need to show initiative and have good
communication and problem solving skills.
The problem of inadequate training is not unique to OW.
For example, Workforce 2000 reported that the public
Findings, Impacts, and Recommendations
21
-------
education system does not provide many students with work-
related skills. Compounding this problem in OW is the lack
of an in-house training program to develop these skills.
Specifically, office support staff evolve into active partici-
pants in the OW mission they are going to require many of
the same skills that are needed by managers and other OW
personnel. Although training programs are available to
develop these skills in other staff members, most managers do
not consider sending, or set aside time, to send office support
staff to them; and office support staff members do not per-
ceive the need nor ask to be sent to these types of courses.
The recruitment and retention of trained, experienced office
support staff is another area of concern. Many managers are
finding it increasingly difficult to compete with the private
sector for the recruitment and retention of experienced office
support personnel. Managers are also finding that entry-level
staff, once trained, leave OW for better opportunities. The
lack of opportunities for growth and advancement fors OW
office support staff and the better salaries offered in the
private sector are cited as the primary causes of OW's recruit-
ment and retention difficulties.
Impact
Office support staff, particularly entry-level staff, frequently
do not possess the basic skills they need to function in the
office.
Recommendation
Establish programs with local high schools or other educa-
tional institutions that will provide OW with trained office
support staff.
Work with OHRM to integrate and build upon the current
recruiting and training programs for entry-level and experi-
enced office support staff.
22 Findings, Impacts, and Recommendations
-------
Impact
Office support staff often do not possess the higher level
skills such as writing and verbal communication that they
need to be active participants in helping achieve the mission
ofOW.
Recommendation
Develop a continuing education program for office support
staff to keep their skills current and to develop new, higher
level skills.
Allocate sufficient funds/resources for office support staff
training.
Impact
The costs associated with recruiting and retaining experi-
enced office support staff are steadily growing worse as office
support staff leave for:
> higher paying jobs; and
>• more opportunities for advancement and growth in
other organizations or in the private sector.
The initial investment up-front to train and keep an em-
ployee is less expensive in the long-run, both in productivity
and in quality.
Recommendation
Evaluate the training provided for current office support staff
to determine how to improve its effectiveness and its reten-
tion/recruitment potential.
Institute a career path that establishes and provides opportu-
nities for growth and advancement.
Findings, Impacts, and Recommendations 23
-------
24 Findings, Impacts, and Recommendations
-------
TOOLS FOR BUILDING A
1990s OFFICE
This section presents the results of the process for Phase HI of the study. During this phase of
the study, each of the three participating organizations undertook projects that addressed
issues raised during Phase n of the study.
Shaping the Change
Key Objective
Test and document a process to assist manag-
ers, supervisors, and staff m shaping their
organization's response to the changing
OfiBceof the 1990s.
Key Steps
There are four key steps an office goes
through in shaping its directions for the
1990s.
1. Senior management provides leader-
ship by initiating the project and by
communicating their commitment to
the process.
2. Establish a team to be the catalyst for
defining change and implementation
options. This team could comprised
of either representatives of the unit or
it could include all unit members.
3. Performing analyses to review and
evaluate the unit's:
Lessons Learned
Members of an organization who undertake this, prs
any process, for managing organizational change
will undergo some level of stress. The amount of
stress is dependent upon the values and beliefs the
participants bring to the process and the amount of
change the organization undergoes. Often, the need
for change is brought about by an event or events
that the participants may or may not be willing to
recognize. In other cases, the changes have been so
subtle that they are not easily seen from an internal
perspective. Therefore, managers should consider
obtaining the services of an external consultant to
facilitate the process.
The size of the organization is a critical factor in
how welt the organization manages the process. The
process works best in organizations with 20 to 50
people. Size, however, should not be the factor that
deters smaller or larger groups from embarking on
the process. Smaller'groups may bring in outside
members to help round out and provide expertise
that may not be available within their own work
unit. Larger groups may find it easier to break into
smaller units.
Functions, activities, workload, and their distribution among the members;
Staffing patterns and staff skill inventory;
Management policies, processes, and procedures; and
Management Information Systems (manual and automated); and
Use of automation and electronic tools.
Tools For Building A 1990s Office
25
-------
4. Developing an Implementation Plan which identifies:
>• Distribution of activities, tasks and workload among the members;
>• New skills required to become a 1990s office and how to acquire those skills;
>• A staffing structure and staffing action plan (e.g., how will much outside recruit-
ment vs internal training and job enrichment will be used);
X Need for revised or new management policies, processes, and procedures;
>• Modification or replacement of existing and development of new management
Information Systems (manual and automated); and
>• Opportunities to use automation and electronic tools.
Creating Career Potential for Office Support Staff
Key Objectives
Develop and pilot test an approach for office support staff which would, if adopted by the
Agency, provide more:
>• Effective methods for delivery of office support services; and
>• Flexibility for individuals to develop experience that would provide the potential
for moving in more than one career path.
Overview
It was apparent from the OW study that an approach was needed for meeting one of the key
challenges facing all managers in the 1990s—hiring and retaining office support staff. The
major elements of such an approach need to reflect the existing and emerging changes in:
>• the way work was beginning to be performed—project teams were increasingly being
used as the vehicle for performing work;
>• the nature of the work—increased emphasis on outreach, technology transfer, etc.; and
>• the potential for office automation—creating new and more effective means of sup-
porting the office's work.
The approach also needed to consider the skills and knowledges that office support staff
would require to perform effectively in this emerging environment. Specifically, they would
have to:
> acquire specialized skills of their own (through training and experience); and
> become knowledgeable of the administrative, technical, and scientific content of the
office's work
in order to effectively participate as a member of a project team or to provide support for all
of the project teams within a given office.
26 Tools For Building A 1990s Office
-------
The following approach presented was developed with the assistance of EPA's Office of
Human Resources. The Office of Human Resources, however, is reviewing but has not
approved the final product of the pilot study.
Key Components
The study reviewed and analyzed the Standards and Guidelines for the Management and
Administrative Occupation Group (GS-300) to determine whether or not an existing series
would provide a vehicle for the types of office support positions needed in the emerging office
environment. The review and analysis revealed that while each series had some of the neces-
sary attributes, none had all of them Therefore, the approach being presented is an alterna-
tive to the existing one which segregates the duties and responsibilities of technical/scientific
and management/administrative staff from the clerical/secretarial ones. The approach pre-
sented is based more on work content of the organization and emphasizes development and
use of the analytic and project management skills required to perform the duties and respon-
sibilities of the management/administrative series (including computer specialists). Figure 1
shows how this new approach would enhance the potential for multiple career options for
office support staff.
The approach has four components:
Assessment of office activities and tasks to determine the most effective distribution of work
within the office unit by using the Inventory of Office Tasks (Appendix B), Paraprofessional
Tasks (Appendix C), Office Activity Profile (Appendix D) and Para-professional CompScan
Profile (Appendix G).
Realignment (based on the results of the assessment) of office activities and tasks into a
centralized office staff responsible for five main areas of support services:
> Document Production
>• Office Support
>• Office Management Information Systems
>• Administrative Support
>• Electronic Media Support
Each of these office services is designed to support the managers, supervisors and staff who
carry out scientific, technical, program, and administrative functions of a given organiza-
tional unit. Figure 2 shows the inter-relationships between office support personnel, manage-
ment, two-grade interval and technical/scientific staff in this new approach.
Tools For Building A 1990s Office 27
-------
Potential Career Paths for Office Support Staff
(0
e
Grade
Level
12
11
10
9
8
7
6
X~ \
Executive Support
GS 318 (5-12)
Develop materials for
public speaking
Bri af staff on
supe rvisor's
po
-------
Model Staffing Pattern
Division Level Organization at 20 - 50 Staff
Branch 1
(12-15 Full-time staff)
I 14/15 Supervisor
or GM 7-14 Technical Staff
Director
SES
1
Office Resources Staff*
GS12 Supervisor/Manager**
GS 7/9/11 Specialist (2-3)
GS2-5 Assistant (4-6)*"
1
Branch 3
(12-15 Full-time staff)
(Q
C
3
N)
Brand
(12-15 Full-time staff)
114/15 Supervisor
or GM 7-14 Technical Staff
• GM 14/15 Supervisor
• GSorGM7-14 Technical Staff
Assumes this office support staff provides services directly related to the mission and general administrative and funds control services
are provided by another unit
Assumes staff provides support to Director/Branch Supervisor/Technical Staff
Assumes each person works part-time—about 20 hours per week
-------
Creation of a new Office Resource Series to include Office Resource Assistants (GS 1-5),
Office Resource Specialists (GS 5-11) and Office Resources Managers (GS 9-12 supervisors).
The new job series have been developed to address the activities and tasks related to plan-
ning, coordinating, integrating, and implementing five key office services (see Appendix E for
a more detailed description of each job series). This new series would:
>• Use the Standards and Guidelines for the Management and Administrative Occupation
Group (GS 300) to establish and classify positions.
Be based on the integration of standards and guidelines for six existing series:
>• Management and Program Analyst (GS 343/345);
> Computer Specialist (GS 334);
> Administrative Officer (GS 341);
> Budget Analyst (GS 560);
> Secretary (GS 318); and
> Clerk-typist (GS 322)
Use the Management and Administrative Clerk (GS 303) standards and guidelines to estab-
lish and classify entry level positions (GS 1-4); and the Management and Administrative (GS
301) standards and guidelines to establish and classify journeymen (GS 5-11) and supervisory
level (GS 9-12) positions.
Managing Time
Key Objective
Develop and test a method for examining how managers and staff allocate their time to
different projects and activities.
As the project progressed, managers and supervisors began to see the value of the information
that was being provided. A time study was initiated by the Office of Marine and Estuarine
Protection (OMEP) to further refine and define the roles, functions, and services of the office
(Appendix F). OMEP wanted to identify the types of tasks the were being done by the vari-
ous levels of staff and to track the amount of time spent on each of the tasks. The study
supported many of the earlier findings and verified the fact that two-grade interval staff were,
indeed, doing many tasks once done by the office support staff. These findings resulted in a
redefinition and redistribution of work for the two-grade interval and office support staff.
More importantly, the study demonstrated that there were alternate career opportunities to
be seized, not only to enhance the office support services that were being provided, but to
enrich the job opportunities available to the office support staff.
30 Tools For Building A 1990s Office
-------
Automating Office Tasks
Key Objectives
Develop aad test a method jfor examining office automation potential,
While the main study was being conducted the State Programs Division (SPD) decided to
address an automation project that was expected to have a great deal of impact on the orga-
nization. The project was long-term in focus and involved the setting up of a Local-Area-
Network (LAN) for the next year.
As the project affected everyone in the organization, therefore, it was felt that input was
needed from all areas and levels of the organization. A task group was set up to gather
information, develop plans and recommendations and to keep both management and other
staff informed of the changes as they were being planned and implemented. Appendix H
describes the process that SPD used to address the automation issues that it faced.
Next...
The key steps of the review process and the tools developed and used were continuously
tested and evaluated throughout the study. The tools listed are not inclusive, nor will they be
applicable to all organizations. However, the process and the tools which have been de-
scribed in this report can be adapted and changed to meet the needs of any particular organi-
zation.
The next section describes how the Office of Water perceives it will look in the 90s and how
it proposes to meet the challenges and changes it faces.
Tools For Building A 1990s Office 31
-------
32 Tools For Building A 1990s Office
-------
SUMMARY
The bywords for the Office of Water as it moves in to the 1990s are change and flexibility.
The study revealed that OW has, and is continuing to experience change. Perhaps the great-
est challenge facing OW is in the way they need to view change in a different context. It is no
longer feasible to view change from the perspective of problems to be solved. Instead, change
must be viewed as the opportunities it presents for growth and development. To adapt and be
responsive to these new opportunities as they arise, OW must become an organization that is
flexible. OW staff must be able to alter what they work on, how they do their work and with
whom they work. They must also be willing to accept that change will be continuous. The
onus for adapting to change, however, does not fall entirely on the staff s shoulders. The
organization, its systems and structures, must also be flexible and ready to support staff in
adapting to change.
Changes in the way OW carries out its mission and program responsi-
bilities: include:
>• greater emphasis on cross-program solutions to environmen-
tal and management problems or initiatives;
>• increased state and local responsibility for implementing
environmental programs;
>• a larger citizen role in environmental decision making;
>• more emphasis on education, outreach activities and
programs to influence individual decisions; and
>• a rapidly changing computer technology that is impacting
the distribution and way in which work is done
These changes are stretching the
current communication and man-
agement capabilities of the office:
>• Project teams are becoming
more multi-disciplinary
with the membership being
drawn from organizations
within and outside of OW.
>• Traditional hierarchical
structures and communica-
tion channels will continue
to exist, but matrix structures and informal communication patterns will become
increasingly important and effective.
>• Managers and staff will work within both systems.
New, dual management structures and systems must also evolve in which the systems neither
impede nor bypass the work efforts being done in the other.
Moreover, a new skill profile is developing for OW's managers and staff which includes both
technical and scientific expertise as well as communication and management skills. Managers
will spend less time directing and controlling and more time leading, facilitating and coordi-
nating their workgroup's activities. At all levels, OW's staff play a greater role in initiating
their own activities/assignments and in contributing to the planning and decision making
processes. It is becoming increasingly important that project leaders and team members be
able to convey their knowledge and expertise, using a multi-media approach, to the non-
scientific participants in the decision making process.
Summary
33
-------
Furthermore, automation technology is the single greatest factor affecting the "who, what,
where and how" of OWs work efforts. Automation, when used effectively, has the potential
to positively affect productivity, and to enrich jobs at all levels. Automation, however, is not
well understood in all offices, and, as a result, the potential of automation has not been fully
realized.
To successfully integrate automation into the office, a conscious and concerted effort is
needed to plan for its implementation and use. The plan must address how technology will
affect a redistribution of work activities as well as consider what new skills the staff will
need. Adequate on-site support to train staff in the use of the technology and to ensure that
the technology is properly maintained must be included in the plan.
Changes are also occurring at all levels of staff. Although managerial and scientific staff are
adding new skills, their basic "job" has not changed. Managers continue to manage, and
analysts, scientists, and technicians continue to provide "good science". Office support staff,
however, are perceived as being the largest group undergoing the greatest change. In some
offices, the support staff are doing less of the "traditional office support work" and as a
result are not being used effectively and productively. In other offices, support staff are
effectively assigned new tasks such as desktop publishing and database management to en-
hance their responsibilities.
More and more, support staff are becoming para-professionals, skilled in database manage-
ment, graphics production, and desktop publishing. Yet there is a continuing perception of
support staff as only typists and receptionists whose services and contributions are considered
secondary to the team's mission. These old perceptions must change. OWs staff needs to
recognize the contributions, and potential of office support staff in helping the team achieve
its goals. Additionally, all staff, including support staff, managerial, analysts, and scientific/
technical staff need to enhance their skills repertoire by developing better communication,
management, and team-building skills.
Hiring and retaining skilled support staff is a problem that needs to be addressed. Recruiting
and training programs do help ensure that OW has the support staff it needs, but additional
efforts are needed to ensure that this staff remains satisfied and productive. Continuing
education, recognition programs, and
revision of the job series to reflect their
changing roles and contributions and
career advancements are all possible
ways in which OW can obtain and keep
a cadre of skilled para-professionals.
The successful office will:
> be flexible;
>• be able to shift its members to handle changes in its
.mission;,
>• put a strong emphasis on planning;
>• value, the contributions or all staff;.
> place more emphasis on the product and less on
where the product was produced;
V recognize training for the organizational benefit it
represents; and
>• emphasize communication.
34
Summary
-------
The successful office of the future will need to be prepared for change. Technology will
continue to provide the workplace with new ways of performing work and the focus of how
the organization achieves its mission will continue to change.
Communication will be the primary vehicle by which any office, including OW, attains
success. Communication, whether electronic or face-to-face, will:
> keep decision makers aware of and able quickly to respond to changes;
>• build trust between staff and management;
>• enhance the sense of team; and
>• help team members recognize the professional competence and contributions of other
team members.
The successful office of the future will be the one that recognizes the need to change and
begins to take the necessary steps now. The unsuccessful office will put off change and hope
for the best. As in all endeavors, success will come to those who plan and then act.
Summary 35
-------
36 . Summary
-------
Appendix A
FOCUS GROUP AND INTERVIEW
QUESTIONS
Context
Questions
In this meeting we are examining two related issues: Job
satisfaction and Self/office effectiveness. They are related
because individuals are more productive if they are satisfied
with their job and individuals have higher job satisfaction if
they think that their abilities are being used to the fullest.
1. What would make you more effective in the accomplish-
ment of your duties?
2. What would make the office more effective in the accom-
plishment of its mission?
3. What are the barriers to making you more effective?
4. What are the barriers to making the office more effective?
5. What can you do to eliminate the barriers to effective-
ness?
Appendix A
37
-------
Issues
(Cont'd)
6. What can management do to eliminate the barriers to
effectiveness?
7. What are the barriers to self growth?
8. What can you do to overcome those barriers?
9. What can management do to overcome those barriers?
10. What tasks do you want to get rid of?
11. Describe the person that could take up all or part of those
tasks. What knowledges and skills would they need?
12. What is keeping you from making better use of automa-
tion?
13.Do you have a career plan? Would the development of
one be helpful?
38
Appendix A
-------
Appendix B
OFFICE TASK INVENTORY
On the following pages is a breakdown of the major tasks performed in an office and the sub-
tasks or steps for accomplishing them. This list was developed to help managers and employ-
ees who are interested in:
> Enriching a job;
>• Forming a team;
> Re-distributing tasks; or
> Looking for developmental assignments.
The list may have other uses as new situations arise. When considering who should perform
a specific sub-task, the knowledge and skill level required to perform the sub-task should be
considered.
For example, the list can be used to plan a technical developmental assignment for a para-
professional. By examining the list it is clear that sub-task C, Research material, under Re-
port Writing is a technical task that requires little technical background if properly super-
vised. This would be a low-level task for a technical employee but would provide a
challenging assignment for a para-professional. Assigning the task to the para-professional
involves them in more of the team's work and frees up the technical employee's time.
OFFICE TASKS
Report Writing a- Conceptualize approach.
b. Develop questions to be answered.
c. Research material.
d. Extract pertinent data from material.
e. Provide technical guidance.
f. Analyze data.
g. Develop report format.
h. Draft report.
i. Input text.
j. Produce the document.
k. Coordinate the review of the report.
1. Edit report for technical deficiencies.
Appendix B 39
-------
Report writing
(cont'd)
m
n.
o.
P-
q-
r.
Edit report for grammatical deficiencies.
Review report for administrative completeness.
I nput the changes.
Approve report.
Distribute report.
File report.
Document
production
Contract
management
a. Design document layout.
b. Design graphics (charts, etc.) needed to support text.
c. Provide technical input/review.
d. Produce graphics.
e. Incorporate graphics into document.
f. Print document.
a. Develop contract specifications.
b. Input specifications.
c. Review the specifications for technical completeness.
d. Review the specifications for procedural correctness.
e. Input any changes.
f. Discuss contract activities with contractor.
g. Review contractor proposals to confirm that costs are
appropriate and that funds will be used in most effective
manner.
h. Monitor contractor activities to determine whether they
follow management plan.
i. Discuss with contractor any deviances from management
plan.
j. Maintain file of contractor products and notes regarding
contact with contractor.
k. Analyze contractor produced products to determine
whether they meet specifications.
1. Identify any changes that need to be made to products.
m. Communicate changes to contractor.
n. Approve products.
o. Determine whether modifications of contract are war-
ranted.
p. Negotiate price of modifications with contractor.
q. Draft modification to include new work.
r. Input modifications to the contract.
s. Approve modification.
t. Closeout contract,
u. Evaluate contractor performance for award fee through
review of monitors' description of performance.
v. Develop Evaluation Report format.
w. Write report.
40
Appendix B
-------
Database
management
Tracking
Regulations and
guidelines
development/
revision
a.
b.
c.
d.
e.
f.
g.
h.
i.
j-
Input data into proper file/data base.
Develop procedures/systems for data organization.
Organize files/databases.
Edit files/databases to remove outdated/obsolete data/
files.
Provide technical input on data viability/usability.
Provide input on database/file configuration.
Retrieve data/files.
Assist others in the conduct of research in files/databases.
Generate reports on request.
Redesign database.
a. Develop tracking system.
b. Contact program/organization tracked for information.
c. Read and analyze documentation to obtain needed data.
d. Input data into tracking system.
e. Analyze data for trends and problems.
f. Contact program/organization tracked for additional
information.
g. Contact program/organization tracked to inform them of
variances.
h. Negotiate with program/organization tracked to revise
schedule.
i. Develop recommendations for changes in activity.
a. Identify overall need for regulation/guideline.
b. Research data needed to develop guidelines.
c. Extract pertinent data from material.
d. Analyze data to identify specific needs to be covered.
e. Provide technical guidance.
f. Develop regulation/guideline format.
g. Draft regulation/guideline.
h. Input on word processing system.
i. Coordinate the review.
j. Edit regulation/guideline for technical deficiencies.
k. Edit regulation/guideline for grammatical deficiencies.
1. Review for administrative completeness.
m. Input any changes.
Appendix B
41
-------
Guidance/
information
provision (Policy,
Management,
Technical, FIOA)
Modeling
Research/data
collection/survey
Liaison/
coordination with
other
organizations
a. Receive requests for information/guidance.
b. Identify the appropriate individual to respond to the
request.
c. Research/collect data pertaining to the request.
d. Analyze the data.
e. Provide technical input.
f. Contact the person making the request for additional
information/clarification.
g. Draft a response to the request, if needed.
h. Input the response, if needed.
i. Review the response for technical correctness.
j. Review the response for grammatical correctness.
k. Input any changes.
1. Provide the requested information to the person who
made the request.
a. Conceptualize model.
b. Identify parameters of model.
c. Identify data needed to develop model.
d. Research data needed for model development.
e. Design model.
f. Develop model.
g. Maintain model.
h. Research data for model input.
i. Validate model.
a. Review information/data for possible research needs.
b. Define the problem/issue to be researched.
c. Identify the population/data source to be researched.
d. Identify specific questions to be answered.
e. Provide technical guidance.
f. Develop survey/data collection method.
g. Conduct survey/data collection.
h. Analyze data.
i. Write report detailing needs.
a. Receive communications from other organizations.
b. Contact other organizations to coordinate activities.
c. Communicate information received to appropriate inter-
nal employees.
d. Identify changes in internal activities needed to coordinate
with other organizations.
e. Approve changes.
42
Appendix B
-------
Internal
coordination
Grant funds
allocation
Project
management
Program review
a. Identify the activities/employees to be coordinated.
b. Determine what each activity/employee must do to coor-
dinate with each other.
c. Provide technical input.
d. Provide policy input.
e. Communicate actions to activity/employee.
a. Collect documentation on need for grant funds.
b. Identify pertinent data needed to determine fund alloca-
tion.
c. Evaluate prior grant usage.
d. Determine needed fund amount.
e. Prioritize needs.
f. Negotiate with grantees for amount of fund allocation.
g. Determine amount of funds to be provided.
h. Allocate funds.
i. Document allocation.
a.
b.
c.
d.
e.
f.
Identify purpose of project.
Design project approach.
Identify activities to be included in the project.
Develop specific actions to be performed in each of the
project activities.
Schedule activities.
Identify potential individuals and organizations to be
included in the project.
g. Communicate with potential individuals and organiza-
tions to determine their availability/suitability for the
project.
h. Assign activities.
i. Coordinate conduct of project activities.
j. Maintain records of project activities.
k. Write report on project results.
a. Identify the need for a review.
b. Identify the questions to answered in the review.
c. Plan the conduct of the review.
d. Coordinate with other employees in regards to the con-
duct of the review.
e. Collect data regarding program conduct.
f. Analyze data on program conduct.
g. Communicate with program employees to collect addi-
tional information.
h. Write report on program conduct.
Appendix B
43
-------
Conference
conduct
Training
Workplan review
Document review
a. Identify need for and specific subject to be discussed at
conference.
b. Identify possible geographic locations for conference.
c. Identify potential conference participants.
d. Contact potential conference participants to regarding
their availability and interest.
e. Collect information regarding conference site location
(cost, availability, etc.).
f. Recommend location.
g. Approve location.
h. Prepare necessary documents.
i. Arrange details of conference site including facilities and
reservations.
j. Determine conference proceedings including scheduling
and presentations.
k. Conduct conference.
1. Record conference proceedings.
a. Identify training needs.
b. Identify training delivery system that will best meet needs.
c. Design training materials.
d. Develop training materials.
e. Deliver training.
f. Evaluate training feedback.
a. Determine if resources (physical and human) are distrib-
uted in most efficient manner.
b. Determine if workload is planned properly.
c. Review for administrative completeness.
d. Develop recommendations for changes in plan.
a. Coordinate review of document by appropriate
employees.
b. Evaluate documents to insure technical accuracy.
c Evaluate documents for policy implications.
d. Evaluate documents for procedural accuracy and adminis-
trative completeness.
44
Appendix B
-------
Leadership
Procedure
development
Scheduling/
planning
Budget
development and
implementation
a. Establish priorities, schedules, and objectives for the work
unit.
b. Coordinate the activities of the work unit with other
work units.
c. Report activities of work unit to superiors.
d. Inform staff of relevant Agency policies and activities.
e. Determine resources needed to accomplish work unit
objectives.
f. Insure that resources are secured and available for use to
accomplish work unit objectives.
a. Identify the need for procedural development.
b. Collect technical information.
c. Draft procedures.
d. Review procedures to ensure that they are complete and
correct.
e. Edit procedures for grammatical deficiencies.
f. Approve procedures.
a. Identify the activities/resources to be scheduled.
b. Identify the steps required to accomplish the activities.
c. Prioritize the activities/resources.
d. Identify the time it will take to complete the activities and
whether they can be completed simultaneously.
e. Develop a schedule for the activities/resources.
f. Approve the schedule.
a. Develop systems for budget materials preparation so that
the materials interface with those prepare in other organi-
zations.
b. Revise systems for budget materials preparation.
c. Develop guidance and instructions for the development
and presentation of the budget and associated documents.
d. Develop resource targets and ceilings.
e. Collect material relating to the development of a budget.
f. Identify the resources needed to perform an activity.
g. Compile a cost listing of the resources needed.
h. Prepare documents to establish/justify the resource re-
quirements for a given activity.
i. Evaluate justifications.
j. Evaluate budget proposal(s) to identify inconsistencies.
k. Approve budget details.
1. Present budget to management.
m. Develop recommendations regarding initial distribution of
funds.
Appendix B
45
-------
Budget n- Collect information concerning the relationship of funds
develODment and expended to program accomplishments.
K _ o. Prepare reports concerning the relationship of funds
implementation - expended to program accomplishments.
p. Review reports concerning the relationship of funds
expended to program accomplishments.
q. Reprogram funds when needed.
46 Appendix B
-------
Appendix C
THE PARA-PROFESSIONAL POSITION
A STEP TOWARD THE FUTURE
This document evolved out the Office of Water's "Office of the Future" study. During the
study, interviewees and focus group members were asked, "What duties should support staff
perform in the new office environment and what competencies do they need to perform
them?" The following reflects the information provided by their answers.
In addition to some of the more administrative activities, there was a marked need for a
person to perform certain semi-technical duties. These duties are often being performed by
two-grade interval staff despite the fact that the duties do not require their level or type of
expertise. This is due to the rapidity with which change has been occurring at OW and in the
office.
Many of these semi-technical duties are relatively new and deal to some extent with automa-
tion technology. Others are more traditional duties that have been expanded due to increased
public interest in OW's mission. An example of a duty that has expanded is "Respond to
outside requests for information." Traditionally, this task has fallen to the two-grade interval
staff despite the fact that the requests often do not require a high level of technical expertise
to answer. Two-grade interval staff tend to be more familiar with, and interested in the
potential of office technology than other office personnel. Because of this, they have assumed
non-technical computer-based duties as they developed. In some cases, they were responsible
for the development of these new duties. Desk top publishing and database management are
two examples of these types of duties. These duties can take an inordinate amount of the
two-grade interval staffs rime, time that could be spent on the duties that they were trained
and hired to perform.
While some new duties have been created and old ones have been expanded, other office
support duties have been are disappearing. For example, two-grade interval staff often creat-
ing their own first drafts using word processing software. This has resulted in a reduced need
for clerk typists. It is also becoming increasingly rare to find a secretary who supports just
one person. Instead, most support staff work for many individuals. Since the change has
been gradual and unplanned, there now exists a pool of support staff who perform a wide
variety of duties but do so under the GS-318 job classification which office support staff
perceive to be descriptive of the duties they are now performing. This makes the selection
and training of support staff difficult since the competencies required for a secretarial posi-
tion may be very different from those required to support the new duties.
On the other hand, office support staff are in a good position to perform some of the duties
that are currently done by two-grade interval staff. These duties are beyond what office
Appendix C 47
-------
support staff have traditionally done, but do not take the level or type of technical expertise
held by two-grade interval staff.
These duties would be best performed by this new group of support staff employeee—the
Para-Professional. The Para-Professional is a highly capable and motivated team player who
has expertise in technical areas, such as PC operation or desk-top publishing, and demon-
strates initiative and the ability to problem solve.
On the following pages are draft lists of potential Para-Professional duties and the competen-
cies required to perform them. For the purposes of this paper a competency is a capacity,
skill, or ability that is required to perform a duty or set of duties. Each competency is defined
and has an example of the type of duty that demonstrates the competency. The list of duties
is not meant to be comprehensive nor a description of everything a Para-Professional should
perform. Rather, it is meant as a laundry list of duties that could be assigned to a Para-
Professional.
Model staffing patterns and position descriptions are provided in Appendix D. The compe-
tencies, roles, and tasks of support staff are presented in Appendices B and C.
Para-Professional Tasks
Technical
Data
Management
1. Conduct data collection activities e.g., telephone surveys,
library research. Includes:
a. Assist in the identification of the specific questions to
be answered.
b. Conduct survey/data collection.
c. Conduct preliminary data analysis.
2. Respond to standard requests for documents and infor-
mation.
3. Attend meetings for the purpose of data collection and
reporting back.
4. Prepare fact sheets and Q&As.
5. Prepare FOIA responses.
6. Compile the bi-weekly report.
7. Assist in the development of RFPs.
8. Provide on-site PC support and training.
9. Develop workload models with input from technical
experts.
1. Archive and file material
2. Maintain mailing lists and make labels
3. Manage databases including:
a. Input data into proper file/data base.
b. Develop procedures/systems for data organization.
48
Appendix C
-------
Data
Management
(cont'd)
Communication
Document
production
Administration
c. Organize files/databases.
d. Edit files/databases to remove outdated/obsolete data/
files based on prepared guidelines and input from
others.
e. Retrieve data/files.
g. Assist others in the conduct of research in files/data-
bases.
h. Generate reports on request.
{.Redesign database.
1. Coordinate with other organizations including:
a. Receive communications from other organizations.
b. Contact other organizations to coordinate activities.
c. Communicate information received to appropriate
internal employees.
2. Communicate information internally.
3. Facilitate document review including:
a. Coordinate review of document by appropriate em-
ployees.
b. Evaluate documents for procedural accuracy and
administrative completeness.
4. Prepare briefing material.
5. Prepare routine correspondence.
1. Compile memo packages, etc. and route them properly.
2. Perform quality control of documents.
3. Format reports.
4. Proofread documents.
5. Edit documents.
6. Perform desk top publishing including:
a. Design document layout.
b. Design graphics (charts, etc.) needed to support text.
d. Produce graphics.
e. Incorporate graphics into document.
7. Produce charts and graphs
1. Coordinate/arrange both internal and external meetings/
conferences including:
a. Identify possible locations for meeting/conference.
b. Contact potential participants regarding their avail-
ability and interest.
c. Collect information regarding meeting/conference site
location (cost, availability, etc.).
d. Recommend a location.
e. Prepare necessary administrative documents.
Appendix C
49
-------
Administration
(cont'd)
c.
d.
f. Arrange details of site including facilities and reserva-
tions.
g. Record conference proceedings.
2. Arrange travel
3. Prepare forms (travel and p.r.s)
4. Route, track, and distribute documents
5. Conduct contract administration and accounting includ-
ing:
a. Review the specifications for procedural correctness.
b. Track expenditures and other administrative data.
Maintain a file of contractor products and notes
regarding contact with contractor.
Conduct contract closeout activities.
e. Develop Evaluation Report format.
6. Perform custodial officer duties
7. Maintain a supply inventory including office supplies and
common administrative forms.
8. Schedule activities and resources.
9. Track activities and resources (e.g. monies, etc.) including:
a. Develop the tracking system.
Contact program/organization tracked for information
to collect documents/information.
Read and analyze documentation to obtain needed
data.
Input data into tracking system.
Analyze data for trends and problems.
Contact program/organization tracked for additional
information.
Contact program/organization tracked to inform them
of variances.
Develop recommendations for changes in activity.
10. Collect personnel information and prepare paperwork.
11. Develop administrative procedures including:
a. Identify the need for procedural development.
b.
c.
d.
e.
f.
g.
h.
c. Draft procedures.
50
Appendix C
-------
PARA-PROFESSIONAL COMPETENCIES
Dependability
Judgement
Decision Making
Business-like
Computer
Literacy
Being worthy of trust in the conduct of work. Working
reliably and dependably at tasks whether they are assigned by
others or by yourself. Getting the job done on time.
Task: Maintain a supply inventory including office sup-
plies and common administrative forms.
Making a decision or forming an opinion objectively and
wisely especially in matters affecting action. Choosing a
sound course of action based on the realities of the situation.
Task: Perform quality control of documents.
Recognizing decision-making situations. Anticipating and
defining problems. Being willing to make decisions and
accept responsibility for the outcomes of those decisions.
Rendering judgements, taking initiatives, making commit-
ments, and knowing when to amend or escalate decisions.
Task: Identify the need for procedural development.
Presenting an image in keeping with the organizational con-
text. Following the practices and methods of the organiza-
tion.
Task: Contact potential participants regarding their avail-
ability and interest in participating in a conference/
meeting.
Performing tasks through extensive use of the computer.
Understanding the use of the advanced functions in software
and how they save time.
Task: Manage automated databases.
Appendix C
51
-------
Problem Solving
Written
Communication
Oral Reporting
Listening
Teamwork
Understanding what the situation is now and what it is
expected to be in order to determine possible solutions.
Recognizing the value of the range of available options,
organizing, integrating, synthesizing information and draw-
ing inferences.
Task: Contact program/organization tracked for additional
information.
Preparing and presenting written material effectively and
clearly following generally accepted style rules. Developing
material that is creative, informative, and appropriate for the
audience. Presenting ideas clearly and concisely in a way that
people can easily understand and accept.
Task: Prepare FOIA responses.
Orally presenting information clearly, precisely concisely, and
effectively in order to inform, influence, or persuade others.
Presenting ideas in a way that people can easily understand
and accept.
Task: Communicate information received to appropriate
employees.
Listening actively to recognize and clarify verbal and
nonverbal messages. Understanding the context and the
content of what is being said as well as the affective aspect of
the message.
Task: Attend meetings for the purpose of data collection
and reporting back.
Building trust, demonstrating support, and establishing
effecrive communication channels. Demonstrating sensitivity
and awareness of the feelings and thoughts of others.
Task: Provide on-site PC support and training.
52
Appendix C
-------
Interpersonal
Leadership
Initiative
Influencing
Working with other team members and facilitating the inter-
action among the team so that the team's goals are reached
effectively. Building collegia! relations and alliances. Creat-
ing and leading small work groups. Building openness, team
spirit, cohesiveness within work groups.
Task: Assist in the development of administrative data
bases.
Creating a vision and conveying it to others. Inspiring others
to carry out the vision by demonstrating the appropriate
leadership style. Influencing others to strive willingly toward
goal achievement in a given situation.
Task: Provide other staff with sense of mission and need to
carry it out.
Seeing things that need to be done and doing them without
being told. Self-starting and independent.
Task: Identifies the need for a tickler file and develops it.
Swaying others thoughts and/or actions in order to accom-
plish tasks and fulfill the need of the group.
Task: Recommend a location for a conference and/or
meeting.
External
Communications
Problem
Escalation
Understanding the formal and informal context (including
culture and image) of the organization in order to communi-
cate with others outside the organization. Familiar with the
organization's mission and plans and how they relate to
external groups.
Task: Contact other organizations to coordinate activities.
Understanding the formal and informal context of the organi-
zation and knowing when a problem is beyond your
position's ability to solve it. Choosing the correct individual/
organization to handle the problem.
Task: Inform appropriate parties when systems are not
operating correctly.
Appendix C
53
-------
Scheduling
Organization
Supervisory
Delegating
Specifically describing/arranging activities so that they occur
in the most efficient and logical way. Minimizing delays and
unused resources that adversely affect the accomplishment of
goals.
Task: Schedule activities and resources.
Arranging own activities and/or the activities of others to
attain specific results and provide effective courses of action.
Identifying priorities and arranging activities so that high
priority activities are accomplished in a timely manner.
Task: Arrange daily schedule to allow for completion of all
required activities.
Building constructive environments for effective communica-
tions with supervisors, peers, and subordinates. Using plan-
ning, organizing, coaching, and counseling skills effectively.
Providing frequent and detailed performance feedback.
Providing guidance, follow-up, and control. Taking charge,
directing, and developing as well as coordinating the activi-
ties of others.
Task: Plan subordinates staff daily schedule and activities
to be accomplished.
Giving people the responsibility and authority to complete a
task; allowing them to use their judgement when performing
the task. Giving clear responsibility, allowing the necessary
authority, assuming accountability, and understanding the
worker's abilities and motivational level.
Task: Distribute appropriate assignments with sufficient
instruction and authority.
Negotiation Skills Securing win-win agreements while successfully representing
a special interest in a decision situation.
Task: Arrange for consensus in review of documents by
appropriate employees.
54
Appendix C
-------
Risk Taking
Innovating
Organizational
Know-how
Meticulousness
Teaching
Acting upon a calculated risk. Making decisions when the
outcome is not clear. Accepting responsibility for actions,
initiatives, and outcomes. Creating and promoting an atmo-
sphere in which individuals feel they can try new things, risk
failure, and still get support.
Task: Develop recommendations for changes in activity as
a result of tracking events.
Seeing beyond the current state of affairs. Developing new
responses to situations and having enough insight to encour-
age, recognize, and apply useful and unique approaches and
solutions to problems even when they are presented from
other sources.
Task: Develop procedures/systems for data organization.
Understanding the formal and informal context of the organi-
zation in order to accomplish actions. Familiar with the
organization's environment, mission, plans, structure, cul-
ture, management systems, and operating procedures.
Task: Route, track, and distribute documents to appropri-
ate party.
Concentrating on a task being performed in order to produce
an error free product. Understanding the need for quality.
Reviewing, detecting, and correcting errors whenever pos-
sible.
Task: Review specifications for procedural correctness.
Determining the relevant facts and ideas in a situation, recog-
nizing the range of options available, organizing, integrating,
synthesizing information and drawing inferences.
Task: Identify, read and interpret documentation to obtain
needed data.
Understanding and applying the principles of learning theory
in order to teach people and make difficult subjects easy to
understand.
Task: Provide on-site PC support and training.
Appendix C
55
-------
Specifc Knowledge Requirements For Each Of The
Three Main Para-Professional Types
Para-librarian
duties
(Duties that involve
database
A knowledge of:
1. Program activities and responsibilities
2. Specialized software package operation (DBaseS, etc.)
3. Database set up and operation
Para-publisher
duties
(Duties that involve
desktop publishing)
A knowledge of:
1. Editing
2. Specialized software package operation (Ventura, etc.)
3. Graphics
4. Design and typography
Para-manager
duties
(Duties that involve
supporting the
management of an
office)
A knowledge of:
1. Program activities and responsibilities
2. Specialized software package operation (Lotusl23, etc.)
3. Management systems
4. Tracking systems
Appendix C
-------
Appendix D
OFFICE ACTIVITY PROFILE
Introduction
The Office Activity Profile is designed to assist you in evaluating the types of activities per-
formed by your office staff and to ensure appropriate assignment of tasks (i.e., entry-level
tasks are assigned to entry-level staff).
Description of the form
In the shadowed boxes at the top of each page under the column titled, "Service/Activity/
Task" are the five main areas of office support work:
a. Document Production Services;
b. Office Support Services;
c. Office Management Systems Services;
d. Administrative Support Services; and
e. Electronic Media Support Services.
Under each Service area are the main activities (shown in bold print) for that particular
function followed by a more detailed list of related tasks (shown in italics).
Example
Under the Service Area, Document Production, a main activity area is:
Data collection.
A sample task for the above activity is:
Conduct survey/data collection and input data.
The tasks listed are differentiated based on complexity or the specific skill requirements
involved in performing the task. The breakdown of tasks is as follows:
a. basic tasks;
b. specialized endeavors such as budgeting, analysis or editing; and
c. managerial/communication activities.
Appendix D 57
-------
The three types of office support staff are listed to the right of the Funcrion/Activity/Task
column :
Office Resource Manager (OM) Supervises the rest of the office management support
staff and performs management related duties.
Office Resource Specialist (OS)Performs technical or specialized office support and coor-
dination duties such as document production, office services or accounting.
Office Resource Assistant (OA) Performs entry level and/or general office support duties
thereby freeing other staff to perform specialized duties.
In the columns to the right of each task are the role assignments for each of the three office
staff positions (OM, OS, and OA). The role assignments indicate the level and type of in-
volvement of the different staff positions for each task:
Leader Primarily works as a advisor or facilitator, motivating or initiating the work
of others but is not usually involved in the "hands-on" part of the task.
This person often serves as the conduit for information about the task or
project.
Performer The person who actually does the "hands-on" work related to the task.
Assistant The person who supports the Performer in doing the work. This person's
work is usually assigned and supervised by the Performer.
Each role assignment varies according to the type of activity or task being considered and the
skill/knowledge level needed to perform the task. Note that all three roles can be assigned to
any one of the three support staff positions. For some tasks, there may not be an appropriate
support staff position in your office for each role assignment. For example, on policy-related
tasks the Leader role may be assigned to someone outside; the support staff group. In this
case, the Office Manager might be designated as the Performer, directed by a Leader outside
the office support group.
L nc pre-set roie assignments serve as a guideline, i ne prorne can provide msignt into
whether or not the tasks currently performed in your office are assigned appropriately. For
example, you may realize after looking at the profile that your desktop publisher (Office
Specialist) is often assigned the initial text entry for reports — a task that would be more
appropriately assigned to someone at the Office Assistant level. In addition to evaluating
current activities and tasks the profile also provides guidance when reorganizing or planning
new services/programs. Each office is unique, therefore, it is important to review and adjust
the assignments to reflect functions and needs of your particular office.
58 Appendix D
-------
OFFICE ACTIVITY PROFILE
Service/ Activity/Task
'X/J^X^^W^^'W^W^X^ w-^.^f^fw.jff. wsf'.W fi.S'f f>
A. JDocument Production
f^fMf ^^^A^^^j^fJ^^^f^^^ff^^^^^AV^/y^ jWsj&/AWXr&,f A"' $sft&A- tfSfA" Strtjv -V' jjVfJIf& .ivuvW< AV V
Data collection
Conduct survey/data collection and input data.
Define the problem/population to be researched and identify
questions to be answered. Develop survey and analyze data
using application data management tools.
Write reports detailing needs/results.
Document development and support to document
writers
Input text/graphics for office documents.
Edit and coordinate text/graphics for office documents.
Document publishing services
Design and produce document layout and graphics using
desktop publishing tools.
Other (Specify)
Staff Participation Level
Office
Manager
L
L
L
L
L
Office
Specialist
p
P
p
P
P
p
Office
Assistant
A
A
A
A
A
A
Appendix D
59
-------
OFFICE ACTIVITY PROFILE
Service/ Activity/Task
"•vttfv fjf ssfsfyj$f ^s<^<4ty%gn^jtty*^/^ .^.v«p«'w-.'-x- v **+.•+•• *vf*w AWW ^ -vx
& Office Support J - '/»- , '',-'''*
.• f ,,''S/Sv!stSt'w''&r ///asJ/jfastfs^sfotfJ$s,'sSfJfrtS,y'//SS'Ss>fyrsSA/tS'St,-Sf < ' s s. ff'fst, J A .'
Internal information management
Identify and contact individuals/organizations to collect and
disseminate information/comments using application communica-
tions tools — automated and non-automated.
Collect, record, and collate information/comments using application
word processing or data management tool.
Organize data into proper files/databases. Edit and retrieve data/files
and assist others in research of files/databases.
Meeting and conference management
Identify meeting locations, develop, collect and disseminate meeting
site information to meeting participants.
Organize, oversee, and prepare and distribute briefing materials.
Arrange details and documents for facilities and reservations.
Project and staff, schedules management.
Receive and prioritize activity requests.
Evaluate and recommend management activities to resolve issues
conflicts in staff projectsJschedules.
Consult with individuals/organizations to select and schedule the
activity.
Tracks and monitors progress.
Telephone and reception services
Develop policies and procedures.
AfKujtrr telenhntut ami onset visitors. Refer calls /visitnrs to
appropriate staff members. Take and forward messages to appropri-
ate staff members.
Maintain and monitor voice communication and voice mati
Distribution services
Develop, establish, evaluate, and modify distribution and delivery
systems.
Prepare and deliver items by the most efficient method to the correct
address (Le. electronic or manual).
Other (Specify)
Staff Participation Level
Office
Manager
L
L
L
L
L
P
L
Office
Specialist
P
L
L
P
P
P
P
A
P
L
L
L
L
L
L
Office
Assistant
A
P
P
A
A
A
A
A
P
P
P
P
A
P
60
Appendix D
-------
OFFICE ACTIVITY PROFILE
Service/ Activity/Task
fff fffffffffftffffffffffSfffSffffffjpffjyfffrffffifffff+ffSff fffffff** fff*ffffff*r f+f.ff, Pff* -,f\j- ww f Vjf vs+SfSfffff, fff, .v
C Office Management Systems
Sffffff'fSfVffjffSfSfjf'f, f, fffffAffSf¥tt&ffffJtSf
-------
OFFICE ACTIVITY PROFILE
Service/Activity/Task
t^',/x?\f£r" % •<••• * 'f •"•» '/ *' ,'' *rs ',,'',, ,f , ••
C. OfBce Management Systems
- ~ (continued) ' ' ^v, %'/'%?* ' / &, ',",;,', ' > ;
•>X> V/ZfSjV&trSSSSfSASltVr '/s&fa<*i-j£X-*&*Jf4SjVSj&rSSf */'t. jSfAif'.tfS sMvA&iVJVf/ffsS OM%
Office management policies/
procedures/guides.
Develop, recommend, evaluate, and
approve procedures.
Identify needs and collect technical
information.
Test procedures, coordinate review
process, and edit procedures.
Other (Specify)
Staff Participation Level
Office
Manager
L
L
- - - -
Office
Specialist
P
P
L
Office
Assistant
A
A
P
62
Appendix D
-------
OFFICE ACTIVITY PROFILE
Service/ Activity/Task
fr^'^V^V^V^'^CW^^^fW^^CpC^ f'f** f+*H*tW*f*f$Hr*V'* *•>?"¥* S*fff'f' •. %
D. Administraiive Support Services ,
jCuvSv fjbMfrfffMSfwjvfjttsfSf$ffJtdMrfAVfA$JlWSSAsff ffsjMffr 4j&fM$ftf ttt At,
-------
OFFICE ACTIVITY PROFILE
Service/Activity/Task * *
Ellpij^i^
^iftwoftS&S^^
Support office PC and electronic media users
Manage computer support or maintain central software and
hardware manuals.
Collect information, answer questions and solve problems
related to software and hardware use.
Install hardware and software.
Provide limited training on software/hardware use.
Maintenance services for electronic equipment.
Perform and/or request routine and preventative maintenance
on computer hardware and software.
Maintain inventory of and identify needs for office software
and hardware. Develop and maintain familiarity with
automation-related developments.
Support managers on automation-related issues
Oversee planning for office automation requirements.
Identify automation-related training needs. Make
recommendations and evaluate hardware and software
automated office activities.
Develop and interpret automation-related policies and
procedures.
Other (Specify)
* * Please note that this function could be perfor
the Office Manager would be the project orfi
tion in the performer and assistant role.
Staff Participation Level
Office
Manager
L
L
L
P
L
L
L
L
P
ned by a cont
:er and the CO
Office
Specialist
P
P
p
A
p
P
P
A
ractor. If this
UfaCt Staij. Vvv
Office
Assistant
A
A
A
A
A
is the case,
-_ij e.
>U1U 1U11V.-
Appendix D
-------
Appendix E
MODEL POSITION DESCRIPTIONS
This appendix contains samples of position descriptions (PDs) for the Office Manager, Office
Specialist, and Office Assistant. The PDs contained in this appendix are not official position
descriptions. Rather, the sample PDs are meant to serve as a reference tool to assist managers
in developing support staff PDs that meet the needs of their particular organization. The
roles and responsibilities contained in the sample PDs reflect the findings that arose during
the OW's Office of the Future study.
Appendix E 65
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66 Appendix £
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Office Resources Manager
GS 301 Grade 12
THIS MODEL POSITION DESCRIPTION REFLECTS THE DUTIES AND RESPONSI-
BILITIES FOR SOMEONE MANAGES A STAFF OF OFFICE RESOURCE SPECIALISTS
AND OFFICE RESOURCE ASSISTANTS AT THE ASSISTANT ADMINISTRATOR OR
OPERATING PROGRAM OFFICE LEVEL. FT ALSO REFLECTS THAT THE MANAGER
AND STAFF PROVIDE A FULL RANGE OF OFFICE RESOURCE SERVICES AS WELL
AS SOME SPECIALIZED OFFICE SERVICES TO THE ORGANIZATION. IT ASSUMES
THAT:
> THIS POSITION PROVIDES THE BASIC POLICY DIRECTION AND LEADER-
SHIP FOR THE FUNCTIONS PERFORMED.
> THE ORGANIZATION'S WORKLOAD HAS DEFINED A STAFFING PATTERN
OF:
-*- TWO OR MORE OFFICE RESOURCE SPECIALISTS WITHIN THE ORGANI-
ZATION; AND
-*• THREE OR MORE OFFICE ASSISTANT POSITIONS WITHIN THE ORGANI-
ZATION.
Introduction—Staff Level Organization
This position is located in the Office Resources Team (Branch) within the Staff Level Office
which reports to the Assistant Administrator for or the Office Director for . The Staff
Office Director for is responsible for implementing the following major scientific or
technical, administrative, and program functions:
>• (list three to five major functions of the organization.)
>
The Office Resources Team (Branch) provides effective and efficient planning, coordination,
integration, and implementation of office resource functions which support the scientific/
technical, administrative and program functions to the Staff Office Director within the Imme-
diate Office of the Assistant Administrator for or the Office Director for .
Appendix E 67
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Office Resources Manager GS 301-12
Major Duties and Responsibilities—Staff Level
Organization
The purpose of this position is to:
>• Supervise a Team (Branch) of office resource specialists and assistants who perform
one or more of the following office resource functions which support the managers,
supervisors, and staff of Office of : Document Production Services; Office Support
Services; Management System Services; Administrative Services; and Electronic Equip-
ment and Support Services.
> Work with managers, supervisors, and staff of all organizational units within this
Office to develop and implement work plans; management policies, procedures, pro-
cesses systems; automated systems and tools; and office products which result in the
delivery of effective and efficient office resource services to the managers, supervisors
and staff.
>• Coordinate the development, implementation, and use of electronic tools and systems
which support office resource functions. This coordination is to ensure that the man-
agers, supervisors and staff in the Office of are aware of already developed elec-
tronic and automated tools and to ensure that the Office conforms to applicable EPA
and OW policies and standards.
The incumbent exercises management, leadership, and oversight in the conduct of the follow-
ing activities:
1. Review, evaluation, development, and implementation of Office Resource Services' (i.e.,
Document Production, Office Support, Management Systems, and Administrative Ser-
vices) policies, procedures, processes, delivery systems, and practices. Specific activities
include:
>• Analyses of Office Resource Services to determine relevance, effectiveness and effi-
ciency of policies, procedures, processes, delivery systems and practices. This includes:
-*- Conducting studies and analyses in areas such as document preparation, document
control, procurement, supply, etc.;
•*• Preparing summaries of pertinent facts and issues;
-*• Developing options and recommendations for Office (Division) Director's review
and decision.
>• Revising, developing, and implementing Office Resource Services' policies, procedures,
processes, delivery systems and practices to meet evolving Office requirements.
>• Overseeing the development and implementation of new automated (and/or electronic)
or manual productivity tools and practices.
> Overseeing the operation and maintenance of existing automated (and/or electronic)
or manual productivity tools and practices.
68 Appendix E
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Office Resources Manager GS 301-12
>• Providing advice on personnel actions, procurement, space realignment and union
requirements, ethics and conduct requirements, telecommunication services, and
related documents.
>• Overseeing and managing the delivery of the following Office Resource Services to the
Office.
•*• Document Production
•*• Office Support
-*• Management Tracking Systems;
-*• Administrative Support Services;
2. Review, evaluation, development, and implementation of information and records man-
agement policies, procedures, processes and systems as they relate Office Resource Func-
tions. Specific tasks include:
> Analyses of Office information requirements to determine relevance, effectiveness and
efficiency of policies, procedures, processes and systems.
> Revising, developing, and implementing information and records management poli-
cies, procedures, processes and systems to meet evolving Office requirements.
>• Overseeing the development and implementation of new automated and manual
information and records management systems.
> Overseeing the Operation and maintenance of existing automated and manual infor-
mation and records management systems.
3. Interprets Federal, Agency, and Office Policies and Procedures.
Provides guidance and advice on the application of Federal, EPA, and Office of appli-
cable policies, guidelines, and regulations that impact the Office of . Keeps the Direc-
tor, managers, supervisors, and staff abreast of all significant matters. The policies,
guidelines, and regulations include facility management, human resources, delegations of
authority, ethics, procurement, budget, financial management, information resources, etc.
4. Manages Office's Operating Budget (i.e., work-years and funds). (This function may not
be performed in all offices.)
Manages the operating budget for the Immediate Office of . In this capacity, the
incumbent:
> Performs or directs studies and analyses of budgetary data to ensure that the utiliza-
tion of all resources is within fiscal allowances, is consistent with overall program
goals, and that resources are used to maximum effect.
>• Evaluates the work-year use and financial expenditures against available ceilings and
funds and their impact on organizational program needs and operating costs.
Appendix E 69
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Office Resources Manager • GS 301-12
>• Reconciles financial reports and develops detailed financial reports to show expendi-
tures, available balances, and projection of funding requirements for current fiscal year
and for future fiscal years. Resolves discrepancies with Financial Management Office.
>• Certifies that funds are available for procurement requests, contracts, and all funded
documents.
>• Recommends reprogramming of funds when necessary due to new initiatives that
require changes in emphasis of financial data, changes in assumptions, plans and
objectives, cost accomplishments, etc.
>• Coordinates closely with the Budget Team (Office), and processes change requests as
needed.
5. Exercises Supervisory Control
Exercises supervisory personnel management responsibilities over staff members, making
assignments and determining responsibilities and priorities, evaluating employee perfor-
mance, recommending appropriate incentives, initiating corrective actions, assuring safety
practices, keeping employees informed or management and personnel policies, counseling
regarding their benefits and salaries and the status of requirements of Federal civil service.
Additionally, the incumbent exercises continuing responsibility to support the Equal
Employment Opportunity policies. Responsible for communicating this support to subor-
dinates and taking positive action which will motivate and furnish career development
opportunities to the staff.
Factor 1 Knowledge Required By the Position—
Level 7-7: 125O pts
Incumbent develops and/or implements resource guidance for
Office of activities to support the Office of programs
and performs continuous appraisal; of the utilization of
resources in accomplishing program objectives and goals.
Incumbent has mastered a wide range of qualitative and/or
quantitative methods for assessing and improving program
effectiveness or complex management processes. Assign-
ments require knowledge and skill in applying analytical and
evaluative methods and techniques to issues or studies con-
cerning the efficiency and effectiveness of program operations
carried out by administrative or professional personnel-
substantive administrative or professional personnel, or
substantive support functions. Examples may include internal
activities or functions involving supply, budget, procurement,
or personnel which serve to facilitate line or program opera-
tions). Contractual examples may include: (1) EFMS-Budget
70 Appendix E
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Office Resources Manager . GS 301-12
Automation (2) Grants-Office Support, (3) Office Services,
etc.
This level includes knowledge of pertinent laws, regulations,
policies and precedents which affect the use of program and
related support resources (people, money, or equipment) in
the area studied. Projects and studies typically require
knowledge of the major issues, program goals and objectives,
work processes, and administrative operations of the organi-
zation. Knowledge of relationships with other programs and
key administrative support functions is also required.
Knowledge is used to plan, schedule, and conduct projects
and studies to evaluate and recommend ways to improve the
effectiveness and efficiency of work operations in a program
or support setting. The assignments require knowledge and
skill in adapting analytical techniques and evaluation criteria
to the measurement and improvement of program effective-
ness and/or organizational productivity. Knowledge is ap-
plied in developing new or modified work methods, organiza-
tional structures, records and files, management processes,
staffing patterns, procedures for administering program
services, guidelines and procedures, and automating work
processes for the conduct of administrative support functions
or program operations. Knowledge may also be applied in
analyzing and making recommendations concerning the
centralization or decentralization of operations.
Knowledge of available computer and other electronic sup-
port services with the ability to provide support to organiza-
tion managers on automation-related issues. Skills are re-
quired in developing and interpreting automation-related
policies and procedure, and to develop recommendations for
optimizing office activities through the use of automation.
Illustrations:
1. Ability to interact with all levels of individuals internal
and external to the organization in order to coordinate
the varied human resources, personnel management, and
office services; to obtain data from a multitude of sources
for planning purposes; engage in human resources, finan-
cial management, and related environment planning.
Appendix E 71
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Office Resources Manager GS 301-12
Supervise office resource staff to carry out a variety of
personnel, administrative, financial, office automation,
and general office functions for the Immediate Office of
Water (including, the immediate Assistant Administrator's
staff, the Water Policy Office, and the Resources Manage-
ment and Administration Office).
2. The duties require the development and implementation
of an application systems design area, and a variety of
potential informational needs which are sufficient to
identify the feasibility of automation to the activities
performed by the staff. Must be knowledgeable of the
service organization and programs in order to manage an
effective and efficient introduction of ADP into all appro-
priate segments of the services. Sufficient knowledge is
required to direct the technical development and mainte-
nance of complex and moderately administrative informa-
tion systems.
3. Knowledge of administrative support services in order to
develop office policy, procedures, and guides. Skills are
required to identify the need for and draft policy, proce-
dure, and guidance development; to collect technical
information; to test procedures; to coordinate review
process; and to edit and approve procedures.
4.
Knowledge of the management and administrative pro-
cesses with skill to develop and interpret policy and
procedures. The management and administrative services
include supply services, procurement, records manage-
ment, and correspondence.
5. Ability to manage tracking systems and to and develop
appropriate tracking system. Ability to interpret informa-
tion retrieved from administrative tracking systems aimed
at troubleshooting in order to identify potential pitfalls
and offer viable solutions.
6. Knowledge of available facility support services. Ability
to provide facility support services with skills to develop
and interpret facility management policy and to negotiate
space or furniture moves with participants.
72 Appendix E
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Office Resources Manager
GS 301-12
7. Knowledge of available distribution services. Ability to
provide distribution services with skills to develop and
establish distribution and delivery systems; in prioritizing
workloads of varying degrees and complexity, which
depend upon coordination and cooperation of others, as
well as some negotiating skills in working out adverse
situations.
Factor 2
8. Knowledge of available computer support services with
the ability to interpret policies and procedures, and pro-
vide support to organization managers on automation-
related issues. Skill to develop recommendations for
optimizing office activities through the use of automation.
Supervisory Controls—Level 2-4:45O pts
Within a framework of priorities, funding and overall project
objectives (e.g. cost reduction, improved effectiveness and
efficiency, better workload distribution, or implementation of
new work methods, the employee and supervisor develop a
mutually acceptable project plan which typically includes
identification of the work to be done, the scope of the
project, and deadlines for is completion. Assignments result
from discussions, conferences, directives, and organization-
ally-driven tasks with clear objectives outlines.
Within the parameters of the approved project plan, the
employee is responsible for planning and organizing the
study, estimating costs, coordinating with staff and line
management personnel, and conducting all phases of the
project. This frequently involves the definitive interpretation
of regulations and study procedures, and the initial applica-
tion of new methods. The employee informs the supervisor
of potentially controversial findings, issues, or problems with
widespread impact.
Completed projects, evaluations, reports, or recommenda-
tions are reviewed by the supervisor for compatibility with
organizational goals, guidelines, and effectiveness in achiev-
ing intended objectives. Completed work is also reviewed
critically outside the employee's immediate office by staff and
Appendix E
73
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Office Resources Manager
GS 301-12
Factor 3
line management officials whose programs and employees
would be affected by implementation of the recommenda-
tions.
Guidelines—Level 3-4: 45O pts
Factor 4
Guidelines consist of general administrative policies, and
management and organizational theories which require the
incumbent to exercise considerable adaptation and/or inter-
pretation for application to issues and problems studied. At
this level, administrative policies and precedent studies pro-
vide a basic outline of the results desired, but do not go into
detail as to the methods used to accomplish the project (i.e.,
Water Quality Act, Federal Acquisition Regulation, EPA
Acquisition Regulation, OPM and EPA Personnel Manage-
ment and Human Resources Regulations, GSA Property and
Space Regulations, etc.). Prepares documents in accordance
to established manuals. Performs technical evaluations of
proposals, etc.
Administrative guidelines usually cover program goals and
objectives of the employing organization, such as productiv-
ity targets, and similar objectives. Within the context of
broad regulatory guidelines the employee may refine or
develop more specific guidelines such as implementing regula-
tions or methods for the measurement and improvement of
effectiveness and productivity in the administration of operat-
ing programs.
Complexity—Level 4-5: 325 Pts
T^IA wnrlr /'onctcfc nf nrrviprtQ and studies which reouirc
--•-- — """ f~ > ~ ' A
analysis of interrelated issues of effectiveness, efficiency, and
productivity of substantiative mission-oriented programs.
Typical assignments require developing detailed plans, goals,
and objectives for the management of and implementation of
a full range of administrative, budgetary, management,
contractual acriviucs ror umCc Support.
Decisions about how to proceed in planning, organizing, and
conducting studies are complicated by conflicting program
goals and objectives which may derive from changes in policy
74
Appendix E
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Office Resources Manager GS 301-12
or procedure guidelines, productivity, and/or variations in the
demand for office/program services. Assignments are further
complicated by: the need to deal with subjective concepts
such as value judgements; the quality and quantity of actions
are measurable primarily in predictive terms; and findings
and conclusions are highly subjective and not readily suscep-
tible to verification through replication of study methods ore
revaluation of results.
Options, advice or recommendations, and conclusions devel-
oped by the employee require analytical and technical ability
which take into account and give appropriate weight to
uncertainties about the data and other variables which affect
long-range program performance. For example, the em-
ployee may need to consider and assess the relative advan-
tages and disadvantages of centralizing, decentralizing, or
contracting work operations.
In some instances, work is complicated by the need to de-
velop data about workload and program accomplishments
which is currently unavailable. Current measurements of
program effectiveness may be ambiguous and susceptible to
widely varying interpretations. Under these circumstances
the employee develops new information about the subject
studied and establishes criteria to identify and measure pro?-
gram accomplishments, develops methods to improve the
effectiveness with which programs are administered, or
develop new approaches to program evaluation which serve
as precedents for others. Innovative techniques must be
utilized to resolve both isolated and common problems or
requests in order to meet the multiple-vendor and multiple-
office-demands within a changing office environment.
Analyses, formulates, or implements program requirements
for resource management information systems to support
resource allocation targets intended to support the national
environmental program. Work may involve developing
overall systems concepts for the resources management
systems data base, defining new information requirements,
and developing procedures and formats for timely and accu-
rate reporting. Leads evaluations to insure that resource
allocation objectives are being met and to assess effectiveness
from a systems standpoint.
Appendix E 75
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Office Resources Manager
GS 301-12
Factor 5
Factor 6
Scope and Effect—Level 5-5: 225 pts
The purpose of the work is to assess the productivity, effec-
tiveness, and efficiency of office operations or to analyze and
resolve problems in the staffing, effectiveness, and efficiency
of administrative support and staff activities pertinent to the
immediate and program offices, as well as the Regions.
Work involves establishing and enhancing procedures, sys-
tems, or criteria to measure and/or predict the attainment of
office, program, or organizational goals and objectives.
Work at this level may also include implementing related
administrative regulations, such as those governing the allo-
cation and distribution of personnel, supplies, equipment,
and other resources, or promulgating program guidance for
application across organizational lines. Work results in
presenting major recommendations to senior management
which substantially affects the quality and quantity of ben-
efits and services provided to the program clients or at the
operating level.
Work contributes to the improvement of productivity, effec-
tiveness, and efficiency in program operations and/or admin-
istrative support activities at different echelons. Work affects
the plans, goals, and effectiveness of missions and programs.
Work involves identifying and developing ways to resolve
problems or cope with issues which directly affect
accomplishment of program goals.
Personal Contacts—Level 6-3: 6O pts
Contacts are routinely and extremely diverse ranging from
administrative, technical, managerial, and operational per-
sonnel within the Agency (Headquarters and Regional of-
fices). Incumbent deals directly with program managers and
their supervisors and/or subordinates on sensitive issues
concerning resources, deadlines and timeliness, accountability
and billing procedures.
Contacts outside the atrencv are rrmfinp and imrlrir}<» '"orsult-
*J - 4 — — — — v v w
ants and contractors (such as information systems, equipment
facilities contractors, or business executives in a moderately
unstructured setting).
76
Appendix £
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Office Resources Manager
GS 301-12
Factor 7
Factor 8
Factor 9
This level may also include contacts with the head of the
employing agency or program officials several managerial
levels removed from the employee when such contacts occur
on an ad-hoc basis. Contacts are to provide office services
within a full range of budget, personnel, and administrative
functions.
Purpose of Contacts—Level 7-3: 12O pts
To influence managers or other official to accept and imple-
ment findings and recommendations on organizational im-
provement or program effectiveness. These duties involve
encountering resistance due to such issues as organizational
conflict, competing objectives, or resource problems. Con-
tacts are for the purpose of receiving work requests, imple-
menting projects, exchanging technical or programmatic
information, and providing status reports and advice/guid-
ance to managers and staff. Coordination with representa-
tives of other organizations and management is usually
required to insure consideration of new priorities, methods,
or changes in long term objectives. Continues to update
Agency policy and procedures, processing requirements in
services required by the offices, and maintain compatibility of
systems with program needs. Incumbent may encounter
resistance due to resource requirements, funding constraints,
and/or program function issues.
Physical Demands—Level 8-1: 5 pts
The work is sedentary in nature.
Work Environment—Level 9-1: 5 pts
Work is performed in an office setting.
Total Points 289O
Appendix E
77
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Office Resources Manager GS 301-12
78 Appendix E
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Office Resources Specialist
GS 3O1 Grade 09
THIS MODEL POSITION DESCRIPTION REFLECTS THE DUTIES AND RESPONSI-
BILITIES FOR SOMEONE PROVIDING A FULL RANGE OF OFFICE RESOURCE SER-
VICES WITHIN THE ORGANIZATION. FT ASSUMES:
> THE ORGANIZATION'S WORKLOAD HAS DEFINED THE NEED FOR GENER-
ALISTS RATHER THAN SPECIALISTS.
> THE BASIC POLICY DIRECTION AND LEADERSHIP FOR THE FUNCTIONS
PERFORMED BY THIS POSITION ARE PROVIDED BY A HIGHER LEVEL POSI-
TION. THIS HIGHER LEVEL POSITION COULD BE LOCATED WITHIN THE
SAME TEAM OR IN ANOTHER ORGANIZATION.
> A STAFFING PATTERN OF:
-*- ONE OR MORE ADDITIONAL OFFICE RESOURCE SPECIALISTS WITHIN
THE ORGANIZATION; AND
-*• ONE OR MORE OFFICE ASSISTANT POSITIONS WITHIN THE ORGANIZA-
TION.
Introduction — Staff Office or Division Level Organization
This position is located in the Office Resources Staff (Branch) within the Office of _ (
Division) which reports to the Office Director for _ . The Office of _ ( _ Division) is
responsible for implementing the following major scientific or technical, administrative, and
program functions:
> (list three to five major functions of the organization.)
The Office Resources Staff (Branch) provides effective and efficient planning, coordination,
integration, and implementation of office resource functions which support the scientific/
technical, administrative and program functions to the managers, supervisors, and staff in the
Immediate Office of the Assistant Administrator for _ or the Office Director for _ , or the
Division.
Appendix E 79
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Office Resources Specialist GS 301-09
Major Duties and Responsibilities—Division Level
Organization
The purpose of this position is to provide the following services to the managers, supervisors,
and staff of the Office of or Division. In this capacity, the incumbent performs:
1. Document Production Services
>• Oversees Data Collection Activities;
>• Oversees Development of Documents and Supports Document Writers; and
> Oversees the Delivery of Document Publishing Services.
2. Office Support Services
> Coordinates Internal Information Collection Activities;
> Manages Meetings and Conferences;
>• Develops and Tracks Project and Staff Schedules;
>• Oversees Telephone and Reception Services; and
>• Oversees Office Distribution Services.
3. Management System Services
> Implements the Office's or Division's Records Management System;
> Oversees the Implementation of the Office's or Division's Correspondence Manage-
ment System;
>• Coordinates Internal Information Collection Activities;
>• Develops and Implements Management Tracking Systems; and
> Participates in the Development and Leads the Implementation of Office Management
Policies, Procedures and Guidelines.
4. Administrative Services
>• Implements the Office's or Division's Supply Services System;
>• Acquires Goods and Services;
> Obtains Facility Support Services;
> Processes and Tracks Forms and Documents To Acquiring Human Resources Services.
5. Participates in analyses of office resource services to determine relevance, effectiveness and
efficiency of policies, procedures, processes, delivery systems and practices. This includes:
> Conducting portions of studies and analyses in areas such as document preparation,
document control, procurement, supply, etc.;
80 Appendix E
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Office Resources Specialist GS 301-09
>• Preparing summaries of pertinent facts and issues;
6. Participates in the revision, and development of office resource services' policies, proce-
dures, processes, delivery systems and practices to meet evolving Division requirements.
7. Participates in the development and implementation of new automated (and/or electronic)
or manual productivity tools and practices.
8. Participates in the review, evaluation, development, and implementation of information
and records management policies, procedures, processes and systems as they relate Office
Resource Functions.
Factor 1 Knowledge Required By the Position—
Level 1-6: 95O pts
Possesses knowledge and understanding of general manage-
ment and administration principles, practices, methods and
techniques, together with a skill in integrating a variety of
administrative, management and support services for the
overall organization.
>• Knowledge of administrative practices and procedures
common to the Office of Water and EPA, including
and not limited to the following: records management,
correspondence control, delegation of authority,
procurement, personnel management and financial
management, etc.
> Skill in applying fact-finding and investigative tech-
niques to gather factual information and reporting
factual information and/or developing recommenda-
tions.
>• Ability to plan and coordinate activities, such as
document development and support services, data
collection, administrative and management support
services, and meetings/conferences.
> Knowledge of funds control and funds management.
Appendix E 81
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Office Resources Specialist
GS 301-09
Factor 2
Factor 3
Factor 4
Supervisory Controls—Level 2-3: 275 pts
Incumbent reports directly to the Office Team Manager who
makes assignments or specific projects by defining objectives
and issues, priorities and deadlines to complete the work.
This includes setting deadlines for milestones within a project
and providing assistance with unusual situations which do
not have clear precedents.
Incumbent independently carries out the assignment and
resolves normal work problems in accordance with estab-
lished offices policies, and procedures... Consults with the
supervisor on serious work problems or questionable issues
which are not clearly covered by available guidelines.
Work is reviewed for overall conformance with the objectives
of the assignment or project. Completed work products are
reviewed for thoroughness in identifying and developing
required information, consistency and practicality of recom-
mendations.
Guidelines—Level 3-3: 275 pts
Regulations, policies, procedures and/or precedents are
available for most of the work at this level, although some
work assignments will involve situations not completely
covered by existing guidelines, such as administrative regula-
tions and procedural guidelines.
Incumbent must exercise judgment in choosing, interpreting
or adapting available guidelines to specific issues or work
assignments.
Complexity—Level 4-3: ISO pts
Assignments involve gathering information, reviewing admin-
istrative records and reports, coordinating with administra-
tive and support services representatives outside the organiza-
tion. Uses established guidelines or existing administrative
regulations and procedures to complete the assignment or
project.
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Office Resources Specialist
GS 301-09
Factor 5
Factor 6
Factor 7
Factor 8
Decisions regarding what needs to be done depend upon the
analysis of the issues in the assignment or project, its pur-
pose, the client and suppliers of information, the most effec-
tive communication method (oral or written) and other
similar factors related to office management to resolve proce-
dural problems affecting the efficiency, effectiveness or pro-
ductivity of the organization.
Scope and Effect—Level 5-3: 15O pts
The purpose of the work is to plan and carry out office and
administrative support activities that directly support the
organization, by improving its efficiency and effectiveness of
the organization.
Completed assignments and recommendations influence
decision and contributes to the efficiency and productivity of
administrative and support operations of the organization.
Personal Contacts—Level 6-2: 25 pts
Personal contacts include employees, supervisors, and manag-
ers within and outside of the organization. Contacts also
include representatives of private concerns in a moderately
structured setting.
Purpose of Contacts—Level 7-2: SO pts
Contacts are for collecting and disseminating information;
advising managers, supervisors and staff on administrative
and support related issues and concerns, and maintaining
effective work relationships with those contacts.
Physical Demands—Level 8-1: 5 pts
The work is primarily sedentary, although some slight physi-
cal effort may be required.
Appendix E
83
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Office Resources Specialist GS 301-09
FactorS Work Environment—Level 9-1: 5 pts
Work is typically performed in an adequately lighted and
climate controlled office.
Total Points 289O
84 Appendix E
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Office Resources Specialist
GS 301 Grade 07
THIS MODEL POSITION DESCRIPTION REFLECTS THE DUTIES AND RESPONSI-
BILITIES FOR SOMEONE PROVIDING A FULL RANGE OF OFFICE RESOURCE SER-
VICES WITHIN THE ORGANIZATION. IT ASSUMES:
> THE ORGANIZATION'S WORKLOAD HAS DEFINED THE NEED FOR GENER-
ALISTS RATHER THAN SPECIALISTS.
> THE BASIC POLICY DIRECTION AND LEADERSHIP FOR THE FUNCTIONS
PERFORMED BY THIS POSITION ARE PROVIDED BY A HIGHER LEVEL POSI-
TION. THIS HIGHER LEVEL POSITION COULD BE LOCATED WITHIN THE
SAME TEAM OR IN ANOTHER ORGANIZATION.
> A STAFFING PATTERN OF:
-*• ONE OR MORE ADDITIONAL OFFICE RESOURCE SPECIALISTS WITHIN
THE ORGANIZATION; AND
— ONE OR MORE OFFICE ASSISTANT POSITIONS WITHIN THE ORGANIZA-
TION.
Introduction— Staff Office or Division Level
Organization
This position is located in the Office Resources Staff (Branch) within the Office of (
Division) which reports to the Office Director for . The Office of ( Division) is
responsible for implementing the following major scientific or technical, administrative, and
program functions:
> (list three to five major functions of the organization.)
The Office Resources Staff (Branch) provides effective and efficient planning, coordination,
integration, and implementation of office resource functions which support the scientific/
technical, administrative and program functions to the managers, supervisors, and staff in the
Immediate Office of the Assistant Administrator for or the Office Director for , or the
Division.
Appendix E 85
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Office Resources Specialist GS 301-07
Major Duties and Responsibilities—Division Level
Organization
The purpose of this position is to provide the following services to the managers, supervisors,
and staff of the Office of or Division. In this capacity, the incumbent performs:
1. Document Production Services
>• Participates in Data Collection Activities;
> Participates in Development of Documents and Supports Document Writers; and
>• Participates in the Delivery of Document Publishing Services.
2. Office Support Services
>• Coordinates Internal Information Collection Activities;
>• Manages Meetings and Conferences;
>• Develops and Tracks Project and Staff Schedules;
>• Oversees Telephone and Reception Services; and
> Oversees Office Distribution Services.
3. Management System Services
> Participates in Implementing the Office's or Division's Records Management System;
> Oversees the Implementation of the Office's or Division's Correspondence Manage-
ment System;
>• Coordinates Internal Information Collection Activities;
> Is Assigned Specific Projects or Components of Projects for Developing and Imple-
menting Management Tracking Systems; and
> Participates in the Development and Implementation of Office Management Policies,
Procedures and Guidelines.
4. Administrative Services
> Implements the Office's or Division's Supply Services System;
>• Acquires Goods and Services;
> Obtains Facility Support Services;
>• Processes and Tracks Forms and Documents To Acquiring Human Resources Services.
86 Appendix E
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Office Resources Specialist GS 301-07
5. Participates in analyses of office resource services to determine relevance, effectiveness and
efficiency of policies, procedures, processes, delivery systems and practices. This includes:
> Conducting portions of studies and analyses in areas such as document preparation,
document control, procurement, supply, etc.;
> Preparing summaries of pertinent facts and issues;
6. Participates in the revision, and development of office resource services' policies, proce-
dures, processes, delivery systems and practices to meet evolving Division requirements.
7. Participates in the development and implementation of new automated (and/or electronic)
or manual productivity tools and practices.
8. Participates in the review, evaluation, development, and implementation of information
and records management policies, procedures, processes and systems as they relate Office
Resource Functions.
Factor 1 Knowledge Required by the Position—
Level 1-6: 95O pts
Possesses knowledge and understanding of general manage-
ment and administration principles, practices, methods and
techniques, together with a skill in integrating a variety of
administrative, management and support services for the
overall organization.
>• Knowledge of administrative practices and procedures
common to the Office of Water and EPA, including
and not limited to the following: records management,
correspondence control, delegation of authority,
procurement, personnel management and financial
management, etc.
> Skill in applying fact-finding and investigative tech-
niques to gather factual information and reporting
factual information and/or developing recommenda-
tions.
>• Ability to plan and coordinate activities, such as
document development and support services, data
collection, administrative and management support
services, and meetings/conferences.
>• Knowledge of funds control and funds management.
Appendix E 87
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Office Resources Specialist
GS 301-07
Factor 2
Factor 3
Factor 4
88
Supervisory Controls—Level 2-2: 125 pts
Incumbent reports directly to the Office Team Manager who
provides continuing or individual assignments or specific
projects by indicating generally what is to be done, limita-
tions, quality quantity expected, deadlines, and priority of
assignments. Supervisor provides assistance on unusual
situations which do not have clear precedents.
Incumbent independently carries out the assignment and
resolves normal work problems in accordance with estab-
lished offices policies, and procedures... Consults with the
supervisor on serious work problems or questionable issues
which are not clearly covered by available guidelines.
Work is reviewed to ensure that the overall objectives of the
position are met.
Guidelines—Level 3-2: 125 pts
Incumbent performs assignments covered by specific regula-
tions, policies, and/or procedures which are available for
reference if needed.
Incumbent must exercise judgement in selecting or applying
the appropriate established regulation, policies or procedure
to accomplish the assignment. Situations to which existing
guidelines cannot be applied or significant proposed devia-
tions from the guidelines are referred to the supervisor.
Complexity—Level 4-3: 15O pts
Assignments involve gathering information, reviewing admin-
istrative records and reports, coordinating with administra-
tive and support services representatives outside the organiza-
tion. Uses established guidelines or existing administrative
regulations and procedures to complete the assignment or
project.
Decisions regarding what needs to be done depend upon the
analysis of the issues in the assignment or project, its pur-
pose, the client and suppliers of information, the most effec-
tive communication method (oral or written) and other
Appendix E
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Office Resources Specialist
GS 301-07
Factor 5
Factor 6
Factor 7
Factor 8
Factor 9
similar factors related to office management to resolve proce-
dural problems affecting the efficiency, effectiveness or pro-
ductivity of the organization.
Scope and Effect—Level 5-3: 15O pts
The purpose of the work is to plan and carry out office and
administrative support activities that directly support the
organization, by improving its efficiency and effectiveness of
the organization.
Completed assignments and recommendations influence
decision and contributes to the efficiency and productivity of
administrative and support operations of the organization.
Personal Contacts—Level 6-2: 25 pts
Personal contacts include employees, supervisors, and manag-
ers within and outside of the organization. Contacts also
include representatives of private concerns in a moderately
structured setting.
Purpose of Contacts—Level 7-2: SO pts
Contacts are for collecting and disseminating information;
advising managers, supervisors and staff on administrative
and support related issues and concerns, and maintaining
effective work relationships with those contacts.
Physical Demands—Level 8-1: 5 pts
The work is primarily sedentary, although some slight physi-
cal effort may be required.
Work En vironmen t-Le vel 9-1: 5 pts
Work is typically performed in an adequately lighted and
climate controlled office.
Total Points 1585
Appendix E
89
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Office Resources Specialist GS 301-07
90 Appendix E
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Office Resources Assistant/Specialist
GS 3O1 Grade 05
THIS MODEL POSITION DESCRIPTION REFLECTS THE DUTIES AND RESPONSI-
BILITIES FOR SOMEONE PROVIDING A FULL RANGE OF OFFICE RESOURCE SER-
VICES WITHIN THE ORGANIZATION. IT ASSUMES:
> THE ORGANIZATION'S WORKLOAD HAS DEFINED THE NEED FOR GENER-
ALISTS RATHER THAN SPECIALISTS.
> THE BASIC POLICY DIRECTION AND LEADERSHIP FOR THE FUNCTIONS
PERFORMED BY THIS POSITION ARE PROVIDED BY A HIGHER LEVEL POSI-
TION. THIS HIGHER LEVEL POSITION COULD BE LOCATED WITHIN THE
SAME TEAM OR IN ANOTHER ORGANIZATION.
> A STAFFING PATTERN OF:
•*• ONE OR MORE ADDITIONAL OFFICE RESOURCE SPECIALISTS WITHIN
THE ORGANIZATION; AND
*• ONE OR MORE OFFICE ASSISTANT POSITIONS WITHIN THE ORGANIZA-
TION.
Introduction—Staff Office or Division Level Organization
This position is located in the Office Resources Staff (Branch) within the Office of (
Division) which reports to the Office Director for . The Office of ( Division) is
responsible for implementing the following major scientific or technical, administrative, and
program functions:
> (list three to five major functions of the organization.)
The Office Resources Staff (Branch) provides effective and efficient planning, coordination,
integration, and implementation of office resource functions which support the scientific/
technical, administrative and program functions to the managers, supervisors, and staff in the
Immediate Office of the Assistant Administrator for or the Office Director for , or the
Division.
Appendix E 91
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Office Resources Assistant/Specialist . GS 301-05
Major Duties and Responsibilities—Division Level
Organization
The purpose of this position is to provide the following services to the managers, supervisors,
and staff of the Office of or Division. In this capacity, the incumbent performs:
1. Document Production Services
>• Participates in Data Collection Activities;
> Participates in Development of Documents and Supports Document Writers; and
>• Participates in the Delivery of Document Publishing Services.
2. Office Support Services
>• Is Assigned Coordination Responsibility for Specific Internal Information Collection
Projects;
>• Manages Meetings and Conferences;
>• Participates in Development and Tracks Project and Staff Schedules;
>• Performs Telephone and Reception Services; and
>• Performs Office Distribution Services.
3. Management System Services
>• Participates in Implementing the Office's or Division's Records Management System;
>• Oversees the Implementation of the Office's or Division's Correspondence Manage-
ment System;
>• Is Assigned Specific Projects or Components of Projects for Developing and Imple-
menting Management Tracking Systems; and
>• Participates in the Development and Assists in the Implementation of Office Manage-
ment Policies, Procedures and Guidelines.
4. Administrative Services
>• Implements the Office's or Division's Supply Services System;
>• Acquires Goods and Services;
>• Obtains Facility Support Services;
>• Processes and Tracks Forms and Documents To Acquiring Human Resources Services.
5. Assists Office Specialists in analyses of office resource services to determine relevance,
effectiveness and efficiency of policies, procedures, processes, delivery systems and prac-
tices.
92 Appendix E
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Office Resources Assistant/Specialist
GS 301-05
6. Assists Office Specialists in the revision, and development of office resource services'
policies, procedures, processes, delivery systems and practices to meet evolving Division
requirements.
7. Participates in the development and implementation of new automated (and/or electronic)
or manual productivity tools and practices.
8. Participates in the review, evaluation, development, and implementation of information
and records management policies, procedures, processes and systems as they relate Office
Resource Functions.
Factor 1
Factor 2
Knowledge Required by the Position—
Level 1-4: 35O pts
Knowledge of standard rules and requirements for a variety
of administrative and support areas, such as document pro-
duction, administrative services, supply, and procurement,
recognizing precedent guidelines and relating them to new
materials, assignments and projects.
> Skill in fact-finding to locate and obtain necessary
information to complete an assignment.
>• Skill in performing and completing a variety of con-
current assignments.
> Skill in using office automation technology, e.g..
personal computer, packaged software, electronic
communications.
Supervisory Controls—Level 2-3: 275 pts
Incumbent receives general guidance from the supervisor,
independently carries out assignments and resolves normal
work problems in accordance with established offices poli-
cies, and procedures. Consults with the supervisor on serious
work problems or questionable issues which are not clearly
covered by available guidelines.
Work is reviewed to ensure that the overall objectives of the
position are met.
Appendix E
93
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Office Resources Assistant/Specialist
GS 301-05
Factor 3
Factor 4
Factor 5
Factor 6
Guidelines—Level 3-2: 125 pts
Incumbent performs assignments covered by specific regula-
tions, policies, and/or procedures which are available for
reference if needed.
Incumbent must exercise judgement in selecting or applying
the appropriate established regulation, policies or procedure
to accomplish the assignment. Situations to which existing
guidelines cannot be applied or significant proposed devia-
tions from the guidelines are referred to the supervisor.
Complexity—Level 4-2: 75 pts
Assignments involve related steps, processes, and methods for
obtaining information, identifying possible issues, explaining
steps or procedures to staff or assisting in coordinating
activities.
Decisions regarding what needs to be done involves various
choices depending on the facts and/or issues of the assign-
ment or project.
Scope and Effect—Level 5-3: 75 pts
The work involves performing a variety of office and admin-
istrative support activities, e.g., assisting in preparing person-
nel or procurement forms, document production, gathering
information for reports or answering questions regarding
office procedures. The work product has a direct effect on
timeliness and completeness of an assignment or project
prepared by a higher level specialist or staff member.
Personal Contacts—Level 6-2: 25 pts
Personal contacts include employees, supervisors, and manag-
ers within and outside of the organization. Contacts also
include renresenfarivcs of private concerns in - moderately
structured setting.
94
Appendix E
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Office Resources Assistant/Specialist
GS 301-05
Factor 7
Factor 8
Factor 9
Purpose of Contacts—Level 7-2: 5O pts
Contacts are for collecting and disseminating information;
advising managers, supervisors and staff on administrative
and support related issues and concerns, and maintaining
effective work relationships with those contacts.
Physical Demands—Level 3-1: 5 pts
The work is primarily sedentary, although some slight physi-
cal effort may be required.
Work Environment—Level 9-1: 5 pts
Work is typically performed in an adequately lighted and
climate controlled office.
Total Points 985
Appendix E
95
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Office Resources Assistant/Specialist GS 301-05
96 Appendix E
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Appendix F
TIME STUDY
Introduction
The primary goal of the rime study initiated by the Office of Marine and Estuarine Protection
(OMEP) was to obtain detailed information on the types of activities that its staff were doing
and to determine how much rime was being spent on each activity.
Section I describes the types of generic activities that were tracked in the OMEP time study.
Section n briefly describes an approach to tracking specific project activities.
Section III contains samples of two types of data collection forms. Both forms are designed
to track generic activities but can be easily adapted to track specific project activities.
Section I
Generic Activities
Generic activities are tasks that are common to all types of work performed in an office
setting.
For the OMEP study the generic activities were divided into three categories:
Non-technical: Low skill activities performed in support of other activities, (e.g., Filing,
photocopying)
Administrative: Skilled activities that indirectly support the accomplishment of the mission
of the office or organization, (e.g., Budget analysis, editing, meeting attendance)
Technical: Activities that require specific scientific/technical expertise, (e.g. Technical re-
search, modeling)
By examining the time spent on generic activities OMEP obtained information that:
>• Identified how much time was spent on each generic activity within the organization;
> Identified the types of employees that were performing the activities (support, two-
grade interval, or management);
> Identified whether or not staff were performing tasks appropriate for their level of
expertise/education.
Appendix F 97
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> Provided information about how generic tasks could be redistributed to make better
use of staff competencies and to provide job enrichment opportunities for support
staff;
>• Provided information for planning, hiring, and training activities.
Non-technical
1. Distribution or collection of written material: The distribution and collection of material.
2. In-transit: Time spent going places e.g., waiting for the elevator. This differs from the
distribution of material (#5) as this is time spent traveling to a meeting while #5 is time
spent making a delivery.
3. Operation of office equipment: Operating or monitoring equipment such as copiers and
facsimile machines. NOTE: This does not include time spent working on a PC.
4. Other: Activities not included in any of the three activity areas. The activity can be non-
technical, administrative, or technical.
5. Preparing items for distribution: Collecting materials to be distributed (e.g., pamphlets,
etc.). Putting the material together including addressing, and packaging it.
6, Receptionist duties; Answering the phone, greeting visitors, routing guests.
7. Re-processing of written material: Correcting or changing documents on a PC. Correc-
tions/changes may have been identified by yourself or others. The material may be corre-
spondence, reports, pamphlets, and other documents.
8. Text entry: Entering text drafted by others onto a PC. NOTE: This is different from
creating/drafting a document on the PC.
A dministrative
1. Administrative analysis: Analysis of administrative or budget data for program trends,
needs, and results.
2. Administrative consulting; Advising, guiding, and informing others on administrative
matters.
3. Administrative meeting attendance: Attending meetings to discuss or learn of administra-
tive events.
4. Administrative problem solving: Identification of administrative problems and solutions.
Implementation of administrative solutions to problems in the conduct of an activity.
98 Appendix F
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5. Administrative training/learning: Attending training, reading materials, and/or consulting
others in areas not directly to area of specialization but directly related to the conduct of
work. For example; Word Perfect training.
6. Administrative training conduct: Preparing training materials and conducting training on
administrative subjects.
7. Bookkeeping, budgeting, and accounting; Keeping a running balance of accounts, verifi-
cation, posting, and performing standard arithmetic calculations. Performing an analysis
of the accounts.
8. Conducting administrative research; Searching for administrative or non-technical infor-
mation through reading written materials and/or questioning others.
9. Conference arrangement/conduct; Setting up, organizing, and conducting a conference or
seminar.
10. Coordination of activities; Synchronizing the activities of individuals or organizations.
Includes setting up meetings, scheduling, contacting other employees, and negotiating the
conduct of activities.
11. Correspondence control; Sorting mail and distributing it to the correct individual based
on address. Opening and disposing of organizational mail based on your analysis of the
subject matter and knowledge of the duties of individual staff members. Documenting
and reporting information related to the correspondence.
14. Drafting administrative and/or non-technical documents. Drafting FOIA responses,
performance standards, reports, memorandum, procedures, or briefing material. Re-
sponding to requests for non-technical from inside or outside of EPA. Drafting may be
longhand or on a keyboard or typewriter.
15. Editing and proofreading: Reading written material for procedural and grammatical
accuracy, conformance with general policy, factual correctness, and adequacy of treat-
ment; advising the writer of any non-technical deviations or inadequacies.
16. Executive support; Close support of an executive, including maintaining a calendar,
making travel arrangements, setting up appointments, and typing confidential reports. It
also involves performing other special, non-standard tasks.
17.Filing and retrieval of organization information and documents: The filing and retrieval
of documents and/or designing and setting up document management systems.
18. General administration; Maintaining information in all types of records such as account,
contract or production records.
Appendix F 99
-------
19. Graphics production/desktop publishing; Creating and developing graphs and charts.
May be by hand or on a PC.
20. Program review; Reviewing programs to assess if they are being conducted in an adminis-
tratively correct manner.
21. Re-Drafting responses. reportst memorandum, etc.; Rewriting administrative and/or non-
technical documents based on input from others. NOTE: This would be in response to a
suggestion such as "put in more information" rather than a suggestion to add a word.
22. Supervision of employees: The supervision and evaluation of employees. Functions such
as assignment of work, evaluation, and counseling are included. Also included is the
selection of employees.
23. Use of tracking systems; Maintaining and using tracking systems. Designing and setting
up a tracking system. Analyzing information developed by tracking system. Document-
ing or reporting on the information derived from the tracking system.
Technical
1. Conducting technical/scientific research; Searching for technical/scientific information
through reading written materials, questioning others, and/or performing experiments.
2. Drafting reports. memorandumr regulations, procedures, or briefing materials; Writing
technical documents. Writing may be longhand or on a keyboard or typewriter.
3. Drafting responses to Congressional inquiries; Responding to requests for information
from Congress.
4. Drafting responses to requests for technical information (FOIA. etc.): Responding to
requests for technical or semi-technical information from inside or outside of EPA. May
be in writing or on the telephone. NOTE: Does not include Congressional inquiries.
5. Modeling: Developing models for use in projecting changes in resources and environ-
ments.
6. Outreach; Making speeches and delivering briefings inside and outside EPA.
7. Program review: Reviewing programs to see if they are being conducted in a technically
correct manner.
8. Project/contract management: Planning, organizing, overseeing, and/or conducting activi-
ties in a project or contracted activity.
9. Technical analysis; Analysis of technical data for trends, needs, and results.
100 Appendix F
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IQ.Technical consulting: Reviewing, advising, guiding, and informing others on technical/
scientific matters.
11.Technical editing; Reading written material for technical accuracy, factual correctness,
and adequacy of treatment; advising writer of any technical deviations or inadequacies.
12.Technical meeting attendance: Attending meetings to discuss or learn of technical events.
13.Technical problem solving: Identification of technical problems and solutions. Imple-
mentation of technical solutions to problems.
14.Technical training/learning: Attending training, reading materials, and/or contacting
others in areas of specialization in order to maintain current knowledge.
15.Technical training conduct; Preparing training materials and conducting training on
technical/scientific subjects.
16. Use/management of EPA data bases: Using various automated administration or program
data bases to acquire information. Entering or retrieving information.
Section II
Specific Projects
In a specific project time study only those activities that are directly related to the achieving
the goal or mission of the project are tracked. For example, in a particular week a staff
member may spend four hours attending meetings (i.e., 1 hour - Staff meeting; 2 hours -
Budget Planning Meeting; 1-hour Project Update Meeting). In a generic activity time study
all of the time would be entered under "Meeting Attendance" even though the focus of the
meetings was for entirely different and unrelated reasons In a specific project time study,
however, only the one hour spent in the Project Update meeting would be entered.
Specific Project time studies provide information about:
>• How much rime is required for completion of each project activity and for the project
as a whole;
>• How much time each type of employee (two-grade interval, management, support) is
spending on each project activity;
>• What types of staff (two-grade interval, management, support) are needed for each
project.
Appendix F 101
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This information can be used to:
>• Compare budgeted vs actual time for projects and project activities. This type of
information can be used for analyzing or monitoring current activities or for planning
future projects.
> Plan the staffing patterns and determine training needs for future projects.
Project activities are unique. Project activity lists, therefore, must be drawn up individually to
reflect the differing organizational and project missions. Project work plans are a good
source of information for defining project activity lists.
Section III
Time Tracking Forms
In this section are samples of two types of forms that can be used for tracking time. The
primary difference between the two forms is in how often the information is entered by the
participants. The information collected using Exhibit 1 is generally more accurate as the
entries are made at the end of each day while the information is still fresh in the participant's
mind. Exhibit 2, however, is somewhat easier to use as the data is entered once a week
(rather than daily or hourly). In order to minimize the burden on employees, Exhibit 1 is
designed to track information on alternate days (the days that are not tracked are shaded).
The problem with collecting data on random days, however, is that participants often forget
which days they are to track their time. While the sample forms are set up to track generic
activities they can be easily adapted to track the time spent on specific projects.
102 Appendix F
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Exhibit 1
DETAILED TIME TRACKING
Week 1-2
Employee Name:
Time Period: From
To
Track your activities each day and list the rime spent on them in hour or half-hour expendi-
tures.
Non-Technical
Distribution
In-transit
Equipment operation —
Other
Preparing items
Reception
Re-Processing
Text entry
Sub Total
Appendix F
103
-------
Administrative
Administrative analysis -
Consulting
Meeting attendance
Problem solving
Training attendance
Training conduct
Accounting/budgeting —
Research
Conference —
Coordination
Correspondence
Drafting
Editing
Executive support
Filing
General Administration
Graphics
Program review
Re-Drafting
Supervision
Tracking systems
Sub Total
104
Appendix F
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Technical
Research
Drafting -
Congressional response
Technical response
Modeling
Outreach
Program review
Project/contract mgmt —
Technical analysis
Technical consulting —
Technical editing
Meeting attendance
Problem solving
Training attendance
Training conduct
Database mgmt. use
Sub Total
Daily Total
Grand Total
Notes: If there are any special circumstances that affected your work on a particular day, please write
a brief description below with the date referred to. For example; "Had an unusual number of inter-
ruptions on Wednesday the 31st."
Appendix F
105
-------
106 Appendix F
-------
DETAILED TIME TRACKING SHEET
Week 3-4
Employee Name:
Time Period: From
To
Track your activities each day and list the rime spent on them in hour or half-hour expendi-
tures.
Non-Technical
Distribution —
In-transit
Equipment operation
Other _—_-_ _____
\j iiici ———_—_—______
Preparing items
Reception •
Re-Processing--
Text entry
Sub Total
M
Day
W
Th
M
W
Th
Total
Hours
Appendix F
107
-------
Administrative
Administrative analysis-
Consulting
Meeting attendance -
Problem solving ------
Training attendance --
Training conduct ------
Accounting/budgeting —
Research ------------
Conference -----------
Coordination ----------
Correspondence -------
Drafting ----------
Executive support
Filing
General Administration -
Graphics -------------
Program review --- — —
Re-Drafting -----------
Supervision ----------
Tracking systems ------
Sub Total
108
Appendix F
-------
Technical
Research
Drafting -
Congressional response -
Technical response
Modeling
Outreach
Program review
Project/contract mgmt —
Technical analysis
Technical consulting
Technical editing
Meeting attendance
Problem solving
Training attendance
Training conduct
Database mgmt. use
Sub Total
Daily Total
Grand Total
Notes: If there are any special circumstances that affected your work on a particular day, please write
a brief description below with the date referred to. For example; "Had an unusual number of inter-
ruptions on Wednesday the 31st."
Appendix F
109
-------
110 Appendix?
-------
Exhibit 2
ESTIMATED TIME TRACKING SHEET
Employee Name:
Time Period: From
To
Estimate how much time you spent on each of the following activities during the last week.
Non-Technical
Re-Drafting
Text Entry ------------
Re-Processing ----- • ----
W f4 1 ^| ** o* •••••• __ •-•j j- •••••.•••••
Preparing Items -------
Distribution ----------
Coordination ---------
Equipment Operation —
Administrative
Supervision
Accounting/budgeting —
Contract administration
Executive support
Correspondence
FOIA responses
Reception
Tracking systems
Meeting attendance
Training attendance
Training conduct
Consulting
Program review
Conference
Administrative analysis -
Problem solving
Sub Total:
Sub Total:
Appendix F
111
-------
Technical
Drafting
Drafting FOIA
Drafting Congressional
Technical editing
Project management
Outreach-
Database mgmt^use—
Meeting attendance —
Training attendance —
Training conduct
Research
Consulting-
Modeling -—
Program review
Technical analysis
Problem solving
Sub Total:
Grand Total:.
112 Appendix?
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Appendix G
COMPSCAN STUDY
As the Office of Water moves into the 1990s its para-professionals will play an increasingly
significant role in OW's team. The role of the para-professional, however, is an emerging one
and has not yet been fully developed. This is due, in part, to the fact that many people con-
tinue to perceive the para-professional role in terms of the more traditional office support
role. The role of the para-professional is also being greatly impacted by automation and
electronic technology. A more forward-looking perspective, therefore, is needed in order to
define the emerging role of the paraprofessional. As a result of the initial study it became
apparent that in order to understand the roles of the para-professional it was also important
to understand what competencies a para-professional would need for success.
Methodology
A focus group was established to identify and prioritize the core para-professional competen-
cies. The focus group was comprised of OW managers, two-grade interval staff and support
staff in line and administrative offices at Headquarters.
In the first step of the process core para-professional competencies were identified. The
group reached a consensus, identifying thirteen core competencies:
> Written Communication
>• Initiative
> Problem Solving
> Judgment
> Decision Making
>• Computer Literacy
> Dependability
>• Listening
>• Teamwork
>• Interpersonal
> Oral Reporting
>• Leadership
>• Business-Like
The participants were then asked to rate the relative importance of each competency. This
part of the process was done individually. The participants were given a list of paired com-
parisons and asked to rate each competency against every other competency (see sample of
paired comparisons in box). The data was entered into the CompScan software which uses
an analytical hierarchical process to prioritize and assign a numerical value to the indicate the
Appendix G 113
-------
relative importance of each competency. The highest possible value assigned to a competency
is 100 and the lowest, zero. A high rating value indicates that the participants felt that this
competency was more important relative to the other competencies. Since all the competen-
cies are core competencies it is important to remember that they are all important, although
some may be more important than others. The CompScan software produced reports on the
importance ratings for the overall group as well for each of the sub-groups.
Results
Overall Group Ratings
For the overall group, Written Communication and Initiative were rated as being most im-
portant. Oral Reporting, Leadership, and Business-like were considered to be the least
important, of the core competencies. The low rating for Business-like may be due to the
nature and extent of the contact the focus group had with outside individuals or agencies. It
is likely that, in other OW offices that have more outside contact, the importance of the
competency, Business-like, would receive a higher rating.
Competency Overall Group Ratings
Written Communication 100
Initiative 96
Problem Solving 86
Judgement 83
Decision Making 82
Computer Literacy 80
Dependability 78
Listening 74
Teamwork 74
Interpersonal 73
Oral Reporting 61
Leadership 45
Business-Like 38
While all of the competencies are essential to the para-professional role the importance rat-
ings give managers and supervisors insight into those that should be of primary concern when
developing:
>• Selection criteria;
X Performance standards; and
>• Training Interventions.
114 Appendix G
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Group ratings
Table 1 presents the results for each of the three participating groups represented in the focus
group. The variations in ratings are probably due to the different filters through which each
group views the para-professional. For example, managers see the para-professional role
through their need for a capable administrative assistant. Two-grade interval staff, however,
see the para-professional through the prevailing OW culture of independent contributors and
a need to have someone who can take care of administrative work that is encroaching on
their scientific or technical work. Support staff see the role through their familiarity with the
office support role and their desire for an enriched job.
While all three groups rated the competencies somewhat differently, the two-grade interval
and support staff were more likely to be in agreement. This may be attributed to the close-
ness of their interaction with each other on a daily basis when working on projects and work
assignments.
Dependability is one area where manager ratings differed from the other two groups. It is
possible that managers rated this lower as the support staff they rely on are often the most
dependable in the office. Also, manager's requests are given a higher priority by support
staff.
Written communication was another area where managers differed from the other two
groups. The two-grade interval and support staff gave this competency ratings of 94 and 100
respectively, while managers only rated it as 53. This perception may be due to the fact that,
before reaching the managerial level, the written communications of support staff have been
"cleaned up" by two-grade interval staff.
The fact that Teamwork and Interpersonal competencies were given high ratings by managers
may be a reflection of the types of problems that managers often face.
Interestingly, there were two areas where both support staff and managers were in agreement
- Decision Making and Listening. Both managers and support staff ranked Decision Making
as low in importance while the two-grade interval staff gave it a high raring. This may be
because the two-grade interval staff feel they are having to make many decisions the could or
should be made by the support staff. On Listening, however the ratings were reversed. Two-
grade interval staff did not feel that this was an important competency while the other two
groups gave it a much higher rating.
The variations in how each group rated the competencies provides valuable information and
insight into how the role of the para-professional is perceived in both the current job setting
and in planning for the office of the future.
Appendix G 115
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116 Appendix G
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Table 1
Relative Rankings by Employee Type*
Managerial Two-Grade Support
Written Communication 53 94 100
Initiative
Problem Solving
Judgment
Decision Making
Computer Literacy
Dependability
Listening
Teamwork
Interpersonal
Oral Reporting
Leadership
Business-Like
100
33
47
u
50
12
70
100
76
49
23
22
* The top three ranked competencies for each employee type
lowest ranked competency is bold and underlined.
78
84
85
100
55
67
45
46
50
40
34
19
74
67
49
40
76
70
83
57
54
74
46
21
is in bold italics and the
Appendix G . 117
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118 Appendix G
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Para-Professional Competencies
Dependability
Judgement
Decision Making
Business-Like
Computer Literacy
Problem Solving
Written Communication
Oral Reporting
Listening
Interpersonal
Teamwork
Leadership
Initiative
A11OW Staff
0
J39
J47
I
1
J79
84
J82
J72
J65
J75
J74
J75
I
20
40 60
Relative Importance
80
J92
JlOO
J93
100
Appendix G
119
-------
Para-Professional Competencies
Dependability
Judgement
Decision Making
Business-Like
Computer Literacy
Problem Solving
Written Communication
Oral Reporting
Listening
Interpersonal
Teamwork
Leadership
Initiative
I*?A...| Support Staff
0
J70
J49
J36
J21
20
J76
J66
J74
J83
J54
J46
I I I I
I I
J80
I I
40 60
Relative Importance
80
JlOO
100
Appendix G
120
-------
Para-Professional Competencies
Dependability
Judgement
Decision Making
Business-Like
Computer Literacy
Problem Solving
Written Communication
Oral Reporting
Listening
Interpersonal
Teamwork
Leadership
Initiative
Technical Staff
0
20
367
J77
J53
J 65
J45
J 40
_J66
J62
J39
I
I
I
40 60
Relative Importance
7^84
J81
JlOO
J I
80
100
Appendix G
-------
Para-Professional Competencies
Dependability
Judgement
Decision Making
Business-Like
Computer Literacy
Problem Solving
Written Communication
Oral Reporting
Listening
Interpersonal
Teamwork
Leadership
Initiative
L^d Management Staff
0
20
J59
J45
i
i
i
i
40 60
Relative Importance
J79
JlOO
J80
]]86
80
J94
J94
100
Appendix G
122
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Appendix H
AUTOMATING OFFICE TASKS
The Office of the 90s study identified several automation-related issues in each of the pilot
organizations. One organization, State Programs Division (SPD), decided to examine these
issues in further detail. In order to address these concerns they needed to develop a mecha-
nism for dealing with them before they became problems.
Traditionally, as problems arose they were handled by the employees most affected by them.
While this approach had been used to resolve problems in the past, it had disadvantages.
Two disadvantages were:
>• A reactive rather than proactive approach to problem solving; and
>• A lack of consensus with regard to the solutions developed.
Reactive solutions tend to be focused on immediate need rather than on the entire issue,
leaving room for future difficulties. The development of a consensus is vital for the effective
implementation of costly solutions to problems that affect everyone in the organization. This
is especially true with new technology where there are many opinions and, often, a degree of
technophobia.
SPD management decided to focus on two automation-related issues identified as a part of
the Office of the 90s study. These two issues were chosen because of a significant level of
employee interest. These two issues also had the potential for resolving some problems that
were currently being discussed in the organization:
>• limited work space; and
>• the need for an improved internal communication system.
Furthermore, the issues were a good test situation since they affected everyone in the organi-
zation and involved the purchase of costly new equipment. The issues were whether and how
to:
> Connect all the PCs to central printers to minimize the number of printers required
thereby freeing up desk space currently occupied by printers; and
> Develop a Local-Area-Network (LAN) to be installed in the future.
Appendix H 123
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By addressing these issues, SPD management was taking a proactive rather than reactive
stance. Due to the pervasive nature of the issues, management felt that it was important to
develop a consensus among the staff regarding them. Unfortunately, there were some con-
straints that limited the ability of management to develop a consensus. These constraints
were:
> The difficulty of scheduling meetings involving all employees;
> A degree of skepticism by some employees on the need for organization-wide solutions
(versus limited branch or section solutions); and
>• A lack of available time for some employees to be involved.
The solution to these constraints was to form an automation work group1. The criteria for
being on the work group was:
> An expressed interest in automation;
>• A working knowledge of, or familiarity with automation;
>• The ability to represent a part of the organization (e.g., support staff, section).
The work group was responsible for:
>• Gathering opinions and reporting back to each section/branch;
>• Gathering pertinent cost and technical information;
>• Developing solutions satisfactory to most employees;
>• Developing detailed, timely recommendations for approval by management; and
>• Keeping management informed of progress made and difficulties encountered.
SPD management gave the work group members time to:
>• Attend weekly meetings;
>• Complete specific work group related tasks outside the meetings (e.g., gather informa-
tion on a specific issue); and
> Identify additional issues to be examined.
The task group approach is a very effective method for handling automation issues since it
puts those who are most concerned with the issues in charge of developing practical solutions
tc them. By purring them in charge, management is empowering them, thereby, enriching
their jobs and giving them a better sense of control over the rapid changes brought about by
automation. Management and work group members alike must remember that it takes a
while for the work group to reach a high degree of efficiency. This is due to the unfamiliar
nature of both the issues and the process. Given rime and encouragement, the work group
can develop into a highly productive team.
124 Appendix H
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Exhibit A
Steps In The Process
1. Management develops an awareness of the need to be proactive in regards to automa-
tion-related issues.
2. Management identifies issues that are of particular concern to organization.
3. Management identifies the goals of the work group.
4. Management identifies potential work group members through the solicitation of volun-
teers and through supervisor or peer nomination.
5. Management develops parameters (rime allowed, decision making limits, issue consider-
ations, budget) for the work group.
6. Work group meets and develops protocols (how decisions are made, how much work
outside meetings can be required, etc.).
7. Work group develops list of automation-related issues to be examined in future.
8. Work group reports back to rest of organization, including management, to get concur-
rence.
9. Work group prioritizes the list of issues, identifying general time frame for working on
the different issues.
10. Work group reports back to rest of organization, including management, to get concur-
rence.
11. Work group starts to work on resolving their top priority issue/problems by gathering
information and developing recommendations for management.
'Steps for creating and implementing an automation work group are listed in Exhibit A.
Appendix H 125
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126 Appendix H
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Appendix I
FURTHER READINGS
The Impact of Office Automation on Clerical Employment: 1985-2000 by J. David
Roessner, et ah
Computer Chips and Paper Clips; Technology and Women's Employment edited by Heidi:
I. Hartmann, Robert E. Kraut, and Louise A. Tilly for the National Research Council.
The New Managerial Work by Rosabeth Moss Kanter, Harvard Business Review
November-December 1989 Pgs. 85-92
The work redesign supplement of The Journal for Quality and Participation December
1989 . ••'. .". ..::- .:;;'; ;; .,\;v-;.;;:.;.;.:,;::,••,.,;,•• .;: ,.,,:.;>•. -
Civil Service 2000 prepared for the Office of Personnel Management, Career Entry Group
Matrix Management Systems Handbook edited by David I. Cleland, Van Nostrand
Reinhold Co., New York 1984
Workforce 2000: Work and Workers for the 21st CenturyT U.S. Department of Labor
Wbrklife Visions. Redefining Work for the Information Economy by Jeffery J. Hallet,
American Society for Personnel Administration 1987
Here Comes Tomorrow: Technological Change and Its Effects on Professional Technical.
and Office Employment edited by Pamela Wilson, Department for Professional Employ-
ees, AFL-CIO, 1988
Desktop Publishing: A Federal Progress Report. U.S. General Services Administration,
Information Resources Management Service, 1989
Training America: Learning to Work for the 21st Century American Society for Training
and Development, 1989
Opportunity 2000: Creative Affirmative Action Strategies for a Changing Workforce.
Employment Standards Administration, U.S. Department of Labor; 1988-
Appendix I 127
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Appendix I
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