oEPA
o
CO
United Stales
Environmental Protection
Agency
Administration And
Resources Management
(PM-224)
210K-92-001
May 1992
Mapping Career Paths At EPA
Step One: Career Planning Workbook-
Matching Your Skills, Abilities, and Interests
with EPA Needs
Printed On Recycled Paper
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Contents
I Introduction: The / 990'$ World of Work
2 Chapter I: Assessing Your Skills, Abilities,
and Interests
Why Self-Assessment?
Personal Traits
Happiness
Values
Dreams and Ambitions
Accomplishments
Motivations and Rewards
Roles
Strengths and Weaknesses
Skills
Environments
Looking for Patterns
Developing the Job Objective
If Your Job Objective Isn't Clear Yet
10 Chapter 2: The World of Work at EPA
Scientist
Engineer
Environmental Protection Specialist
Attorney
Administrative Support/Technician
Management Analyst/Program Analyst
Budget Analyst/Financial Specialist
Computer Specialist
Auditor/Accountant
Contract Specialist
Professional, Administrative, Technical, and Clerical
Occupations in EPA
Key to Abbreviations and Office Locations
34 Summary
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Introduction: The 199 O's World of Work
This brochure is about taking better charge of
your future in one of the most important areas of
your life - your career. New approaches are
needed for career planning in a society that is
undergoing rapid change in education, training,
occupations, and the workplace. Studies of
workforce demographics project a smaller and
older labor pool, significant minority influxes into
the workforce, rapid changes in technology and skill
requirements, and serious skill deficiencies of
workers. In this era the future becomes synony-
mous with change. Individuals are well advised to
develop strategies to accommodate change.
There are hundreds of jobs in EPA for you to
investigate, and there are three basic career steps
to organize your search. The first is to learn about
yourself in order to assess your own skills, values
and interests. The second is to learn about various
types of work and to research your job opportuni-
ties. The third step is to find the educational and
job pathways that will lead you where you want to
go-
Planning is an essential part of any task. EPA
has assembled useful information to help you
analyze the present, project yourself into the
future, and develop career strategies that will work
for you. The most important component of your
career strategy is you!
This brochure is "Step One." It provides a
guide to self-assessment and general information on
major job categories in EPA. The other brochure
in this portfolio is "Step Two." It will help increase
your understanding of career ladders and career
paths in EPA and advise you on selecting, moving
along, or changing your career path.
Learn about Yourself
Learn about EPA
Chart a Path
January 1992
EPA Career Planning Workbook
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Chapter I: Assessing Your Skills, Abilities, and Interests
Why Self-Assessment?
Have you ever felt like a "square peg" in a
"round hole?" Organizational psychologists tell us
that each of us has a specific disposition and a given
set of aptitudes that require an equally specific type
of work. Our work needs to fit our personalities
just as our shoes must fit our feet. Otherwise,
we're destined for discomfort!
As Richard Nelson Bolles has written,
"There is a vast world of work out there in this
country, where at least I 18 million people are
employed many of them bored out of their
minds...The world does not need you or me to add
ourselves to their number! What the world does
need is more people who feel true enthusiasm for
their work. People who have taken the time to
think that is, to think out what they uniquely can
do, and what they uniquely have to offer to the
world."
The following exercise can help you evaluate
your values, ambition, skills, and knowledges. It is
intended as a tool to help you understand yourself.
/The following It reprinted with the publisher's permission.]
Personal Traits
Each of us possesses certain traits. The
combination of these traits makes us unique
individuals. How would you describe yourself, and
how would other people who know you well
describe you? Are you sensitive, shy, businesslike,
aloof? Evaluate yourself honestly, making a list of
your traits.
/ am...
creative
a good organizer
a fast learner
attractive
meticulous
I. The good things about me are...
2. The not-so-good things about me are...
3. My family would describe me as..
4. Friends would describe me as...
5. People who work with me think I am...
Happiness
Life is made up of preferences. Think about the
things in Irfe that give you that wonderful feeling of
joy and happiness. What makes you happy, what
makes you laugh, and what are the things that you
look forward to doing?
I am happy when I am...
working playing sports
relaxing at home reading
accomplishing a project traveling
helping another person shopping
programming a computer studying
I get excited about..
2. In school I loved to study...
3. In school, I hated to study...
. Among my extracurricular activities in
school, I really enjoyed...
EPA Career Planning Workbook
May 1992
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5. If I had my education to do all over again,
I would...
6. In my previous jobs, I was happiest when
I was doing...
7. In my previous jobs, I hated doing...
8. If I were financially secure and could
choose any job I wanted, I would work
at...
Values
As we grow, we each begin to adopt certain
values. Around these beliefs, we structure much of
what we do and how we live. We also establish
priorities in our lives in reference to our values.
Some of us place a top priority on earning money,
some on community service, and others on family.
What values are central to your belief system?
Discover what thing or things matter most to you.
/ believe in...
wealth
kindness to people
self-gratification
freedom
family
patriotism
community service work
success
I. My top five priorities in life are...
2. If I lost the following things, life would
have no meaning for me...
3. To me, a career means...
4. My ideal life would be...
Dreams and Ambitions
Most of us daydream a bit about the future.
Many of us harbor secret dreams and ambitions but
are embarrassed to reveal these thoughts. Forget
your guilt or discomfort, and ask yourself where
you would like to be in your life. What things do
you wish would happen to you? Dare to dream
about what you would like to be. Don't be afraid
to discover what you are striving for.
in my dreams, /...
scale mountaintops
run my own business
live a life of leisure
am an expert in my field
have four kids
make a million dollars
own a mansion
become a vice president
find a cure for cancer
am a financial genius
I. If I could have a job that enabled me to
indulge in my favorite activity, I would...
2. If I had the necessary talent and could be
anybody in the business world, I would
be...
May 1992
EPA Career Planning Workbook
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3. When I image my success, I see...
4. In five years, I would love to be...
5. When I retire, I would like to have...
6. When I have complete control over my
time, I like to...
7. When I close my eyes and imagine my
career, I see...
8. If I had a crystal ball and could see into
the future, it would reveal...
Accomplishments
Review what you have achieved in the past. Try
to discover things in which you have excelled and
things you are proud of having done. Look for
things that made you feel good when you achieved
them and things that you fondly remember doing.
Think back to the time that you won an art award
in grammar school, pitched a no-hitter in Little
League, or wrote a poem for your high school
literary magazine. Compile a list of as many of
your accomplishments as you can remember.
ft may be you...
won a sales contest
led the league in scoring
wrote a prize-winning essay
acted the lead role in a play
were promoted ahead of your peers
catered a large party
programmed a computer
won a scholarship
built a cabinet
helped a person out of trouble
I. My greatest accomplishments in life
include...
2. I have been awarded for...
3. I feel pleased with myself when I
(list accomplishments)...
4. I have produced these positive results.,
5. I have overcome these challenges,
difficulties, and barriers...
EPA Career Planning Workbook
May 1992
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Motivations and Rewards
In our personal and professional lives, we are
motivated by rewards. Some of these are tangible,
and others are intangible. Ask yourself why you do
the things that you do. What drives you to be
your best? Are most of your motivations internal
or external? Learn what motivates you and what
you consider your on-the-job rewards to be.
/ am motivated by...
money
benefits
a sense of achievement
being given responsibility
the sense of serving a cause
good times
power
a ptush office
professional contacts
experience
I. I really get motivated at work when...
2. At the times I wanted to give 110 percent
of energy and enthusiasm to a project, I
was...
3. Of all the rewards I get from work, I most
value...
Roles
We all have an image of ourselves and the roles
that we fill in our lives. Who are you? What labels
do you apply to yourself? Which roles do you like,
and which roles don't you like? We all act in
certain capacities, such as teacher, spouse, man-
ager, and parent. Learn how you label yourself.
Determine what roles you try to fill and which
ones you wish you could fill.
f have assumedor would like to as-
sume the following roles...
spouse
parent
friend
coach
community volunteer
professional
manager
leader
mentor
counselor
I. I see myself most strongly as (use labels
such as "a student" or "a boss")...
2. I like to be thought of as...
3. I would like to become (use labels)...
4, My role models are...
5. The person I most admire and would like
to emulate in the business world is
. I would like to emulate
this person because...
Strengths and Weaknesses
We all have areas in which we excel and areas
in which we are weak. It's OK to have weak-
nesses as long as you know them and discover
your strengths. What are you especially good at,
and what are you not particularly good at? People
who spend their lives trying to conquer every
challenge and be everything to everybody eventu-
ally wind up abandoning this strategy or being
consumed with frustration. Learn what your limits
are, and discover in which direction your potential
lies.
My strengths...
I handle details well
I am outgoing
I am perceptive
I work well with numbers
I am concerned about my fellow workers
May 1992
EPA Career Planning Workbook
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I. In my previous job, I really excelled at...
2. At this stage in my career development,
excel in...
My weaknesses...
I am not very creative
I am too methodical
I am unassertive
I am not a good salesperson
I often unintentionally hurt people's feelings
I. I wish I were better at..
2. I am not very good at...
Skills
There are two types of skills: transferable skills
and content skills. Transferable skills are communi-
cation skills and planning skills. Content skills are
those that can be applied only to specific areas.
These would include analyzing statistics, drafting,
and writing computer specifications, for example.
What skills do you have? Take a complete inven-
tory of everything that you have to offer an
employer. Most people grossly underestimate their
marketable skills and are stunned to realize all of
the things that they know how to do. Determine
your skills, and think about how they can be
transferred to a variety of jobs.
My sk///s include...
researching
defining
evaluating
interpreting
estimating
designing
programming
persuading
promoting
implementing
communicating
planning
counseling
delegating
negotiating
inspecting
expediting
organizing
coordinating
summarizing
writing
reporting
recommending
coordinating
forecasting
administering
directing
developing
training
instructing
maintaining
reconciling
improving
stimulating
updating
analyzing
I. I am happiest when I am using these
skills...
2. I hate using these skills...
3. My strongest skills are...
4. I wish my skills were better in the following
areas...
EPA Career Planning Workbook
May 1992
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Environments
Although most of us are marvelously adaptable
when we have to be, we usually find that certain
types of environments motivate us to be our best.
What environments suit you best? Learn what
circumstances enable you to work up to your
potential.
/ work best...
in a comfortable office
in a fast-paced environment
in a small company
in an office with many coworkers
in quiet surroundings
under close supervision
with people I like
in a large corporation
in a formal setting
when I work independently
I. I really performed well when I was at
(e.g., a particular school or job)...
3. My favorite bosses were (describe
traits)...
4. My ideal boss would be (describe traits)...
Looking for Patterns
Instructions: You have now completed the fact-
gathering section of the workbook. It is time to
review your answers to the workbook questions to
try to detect patterns or recurrent themes. The
following questions are designed to help you
uncover these patterns.
I. What personal traits emerge most often?
2. What types of things make you happy or
give you a sense of satisfaction?
3. What values reappear frequently (e.g., a
balanced life, the desire to help others)?
4. What rewards are you motivated by (e.g.,
a large salary, power, a sense of achieve-
ment)?
5. What do you enjoy working with most
(e.g., people, data)?
6. What skills do you use most often (e.g.,
management skills, analytical skills, creative
skills)?
7. In what environment do you perform best
(e.g., a structured or an unstructured environ-
ment, a competitive or a noncompetitive set
ting)?
8. What other patterns do you see emerging?
My/992
EPA Career Planning Workbook
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Developing the job Objective
Instructions: This is the stage in the self-
assessment process in which you develop your job
objective. Use the self-analysis you have just
completed to think about your ideal jobyour
purpose is finding employment that is right for you,
your ideal job or a job similar to that ideal. For
now, don't concern yourself with whether the
particulars are realistic. This question will be
answered once you have begun investigating the job
market
Remember that the creation of the job objec-
tive is the culmination of all your earlier explora-
tion. Use it to dream about your ideal job.
I. If I had my ideal job, I would be doing...
2. I would be filling these roles...
3. I would be able to utilize my skills in...
4. I would be able to accomplish...
5. Achieving this ideal job, I would feel...
6. I would be rewarded with...
7. I would have opportunities to become...
8. The people I would be working with
would be...
9. I would be working in this type of environ-
ment..
10. I would work for a company that..
11. The criteria that I will use to decide what
job to accept are...
12. At this point, I would state my job
objective to be...
Copyright 1989 by Peterson's Guides, Inc, reprinted with
permission of the publisher from The MBA's Guide to Career
Planning by Ed Holton.
EPA Career Planning Workbook
May 1992
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If Your Job Objective Isn't Clear Yet
To learn more about you, take one or two
psychological, aptitude, or occupational interest
tests, such as the Myers-Briggs Type Indicator, the
Kuder Occupational Interest Survey, the Strong-
Campbell Interest Inventory, or the Edwards
Personal Preference Schedule. (See a career
counselor or licensed practitioner to do this.)
Meanwhile, write a one-sentence description of
your job objective, including the skills needed for it
and what you would want to accomplish in the job.
For example, if you would like to strengthen EPA's
programs for bioremediation, you might put down
this objective, "I would like a job where my life-
sciences expertise and knowledge of budgeting will
make possible additional resources for
bioremediation programs."
With that objective, you might conclude that a
Budget Analyst position or Environmental Protec-
tion Specialist (EPS) position might enable you to
pursue your objective.
Every Federal job has a four-digit occupational
code, title, and grade. Two Federal reference
manuals may help you with your job search.
The Handbook of Occupational Groups and
Series of Classes briefly describes each GS/GM
occupation.
The Qualifications Standards Handbook (com-
monly referred to as the X-1 18) describes the
experience and education you need to qualify for
each position.
These documents are available at your Human
Resources Management office and OPM offices.
Also, some large public libraries may have copies.
By referring to these documents, you can begin
to narrow down your career objective, following
these three steps:
_j Determine the general group or family that
contains the occupation in which you are
interested (from The Handbook of Occupa-
tional Groups and Series of Classes).
rj Determine the occupation(s) within that
general group that fit your career objective best
(for example, Computer Specialist, GS-334 ).
Q Review the qualifications needed for the
occupation (from the appropriate pages in the
X-118 Handbook) to see at which grade you
qualify, or if you need additional education or
experience.
(Visit your Human Resources Management Office
if you need help.)
May 1992
EPA Career Planning Workbook
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Chapter 2: The World of Work at EPA
Introduction
EPA employees work in a wide variety of
occupations in support of the Agency's mission:
from Botanists to Veterinary Scientists; from
Accounting Technicians to Writers; from Attorneys
to Security Specialists; to name only a few. This
chapter provides descriptions of only the most
populous occupations in EPA. The following
occupational descriptions are based on a number of
sources, including interviews with EPA employees
in these jobs.
Occupations described in this chapter are:
Scientist (Physical Scientist, Biological Scientist)
Engineer
Environmental Protection Specialist
Attorney
Administrative Support/Technician
Budget Analyst/Financial Specialist
Management/Program Analyst
Au d itor/Accou ntant
Computer Specialist
Contract Specialist
In addition to descriptions of these 10 major
occupations, a list of all occupations in EPA having
at least 10 employees appears on page 32 .
For each of the ten major occupations, a general
description is provided, along with a chart indicating
the locations and numbers of employees. Grade
levels shown in the charts for professional and
administrative occupations are grades 12 - 15, as
these are frequently the full-working levels and senior
levels. For the Administrative Support/Technician
category, the grades shown range from 5-10,
representing the higher grade levels in these jobs.
Only non-supervisory positions are reflected in the
charts. In some locations, supervisory and manage-
ment positions in these occupations are also avail-
able. On page 33 a key is provided to explain
abbreviations and locations used in the charts.
In some cases, the job titles EPA employees have
are not indicative of specialized types of work The
occupations of Environmental Protection Specialist,
Engineer, and Physical Scientist, for example, may do
similar types of work in some offices. Each employee
brings to the job the perspective and knowledge
provided by his or her educational specialization and
work experience.
This chapter is intended as a genera/ overview of
the work and qualifications requirements for these
occupations. Employees who are interested in
entering a particular occupation should ask their
servicing personnel specialist to review their educa-
tion and work experience and advise them on the
types of additional course work or work experience
they may need to qualify for a particular occupation
and grade .
10
EPA Career Planning Workbook
May 1992
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Scientist
(Physical Scientist, Biological Scientist, and
other specializations)
What's it like to be a Scientist?
Scientists comprise the largest occupational
category in EPA, and cover a broad spectrum of
specializations. The largest number are clustered in
two groups. These are:
Physical Sciences - This is the largest category.
and includes Environmental/Physical Scientists,
Chemists, and Geologists (the three most populous
groups), as well as Hydrologists, Physicists, Ocean-
ographers, and other specializations.
Biological Sciences - This is the second largest
group, including such categories as General
Biologists, Toxicologists, and Microbiologists (the
three largest specializations), as well as Ecologists,
Pharmacologists, and others.
Smaller numbers of employees work in other
scientific fields. EPA's scientists perform a broad
range of assignments, and may be involved in
directly protecting the environment, managing
projects, and developing policies and regulations.
Some perform research or testing so that EPA will
have the reliable scientific data it needs to make
decisions. In laboratories, PhD scientists do
research related to their specialties.
Although their backgrounds are technical, many
Scientists become EPA generalists, as non-supervi-
sory contributors, program managers, or supervi-
sors or managers. Louis Blume, for example,
explains, "My academic work was in forestry and
agriculture. I started with EPA as a Soil Scientist at
the Las Vegas lab. I worked on acid rain, helping to
answer questions like, 'How many lakes would
recover if we cut sulphur emissions by 20%?'"
Next, he went to Chicago as their Regional
Scientist, serving as the liaison between the Office
of Research and Development in Headquarters and
the Region's senior staff. Louis is currently a
supervisory GM-14 with a staff of 10, doing
strategic planning and pollution prevention. He
also oversees grants, conducts training programs,
handles communication with the states, and does
program evaluation and oversight for the Regional
Administrator.
He says, "I like my job because I'm making a
difference. We have a major potential to create
true changes in the environment." According to
Louis, "Erich Bretthauer (AA for ORD) was a
catalyst for establishing a dual career track in the
Office of Research and Development so that
scientists could be promoted because of their
technical skills, not because they have agreed to
leave science and become supervisors. They now
have national and international experts in senior
level positions (above GS-15) who still do research
because of that."
What education and skills will I need?
Scientists normally have at least a bachelor's
degree in their field, and many doing research in
EPA laboratories have doctoral degrees. Project
management experience, communication skills, skill
in dealing with people, and knowledge of environ-
mental laws and regulations are all helpful. The
specific qualifications for a scientific position vary,
depending on the discipline.
How many Scientists are there, and
where do they work?
There are about 2,224 Physical Scientists and
893 Biological Scientists in EPA. Of these, 397
Physical Scientists work in Headquarters, 1,3 15 in
Regions, 362 in the labs, and 150 in other offices.
There are 35 I Biological Scientists in Headquarters,
242 in Regions, 287 in labs, and 13 in other offices.
What is the grade structure for this
field?
Employees typically enter scientific fields at the
GS-7 to I I levels. Most nonsupervisory Scientist
positions have a full-performance level of GS-1 I to
13. Some nonsupervisory positions above GS-13
are also available.
May 1992
EPA Career Planning Workbook
II
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Physical Scientists in EPA
(Nonsupervfsory GS-/2//5, as of January, 1992)
Head Quarters
^^**^«« ^M %»W4>I w^rf *
Location Grade ^m
OA
OPPE
OE. .";';"'" j!
OGC
OIG
OIA
OARM
OW
OSWEtt
OAR
QPPTS
ORD
12
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,
9
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13
3
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24
41
20
,1,165
3
14
4
3
,
13
12
4
$33
26
15
1
1
4
Bl '
"i
3
.43
7
Total 45 203 95 20
%
Regions
Location Grade
^^^IHHlHHMH^^HIi^HMMMH
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Region 8
Region 9
Region 10
12
31
109
79
69
80
59
40
32
53
30
13
36
53
61
27
81
27
14
32
24
19
Total 582 374
14
1
8
4
1
2
1
2
l^MHHB
15
1
19 1
ORD Labs
lLocation
Ada
Athens
Cincinnati
Corvallis
Duluth
Gulf Br.
Las Vegas
Narragan.
RTP
Grade
12
4
3
16
2
7;<''
2
10
II
23
13
10
9
47
2
'"', rf^'
2
35
9
44v"'
14
4
3
6
3
'; 3' ':.
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2
16
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9
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rnri^MMgrMiTWTwra
Other Field
i Location
Ann Arbor
OE
OAQPS-RTP
ORP
OIG
OARM
Other
Grade
12
4
9
16
7
12
13
1
3
10
3
28
14
1
10
15
1
2
Total 48 45 12 3
12
EPA Career Planning Workbook
May 1992
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Biological Scientists in EPA
(Nonsupervisory GS-I2II5, as of January, 1992)
Headquarters
Location
Grade
OPPE
OGC
OIG
,!, iff!
OIA
OW
OSWER
1 i t'i'i i i HI I fKl I1'! H 'I n'litlll'
OAR
ORD
12
if,' Wit, ti>
2
13
15
"""2
14
I' ]lf ,'!}
'iiil!^
4
14
'ill1'! ill
,.,,,,
16
15
"|!' I
'.!1,"^
I
Total 46 144 87 12
Regions
Location
Grade
Region 2
(I'.'-Ut.lfc,! ''*'« !'#5',% | , ,
Region 3
Region 4
Region 6
Region 8
Region?
Region 10
12
28
"'4
! £..
'""4"
W1
8
15
'"4"
14
15
Total 106 68
ORD Labs
Location Grade
Ada
Athens
Cincinnati
Corvallis
Duluth
GulfBr.
Las Vegas
Narragan.
RTp *,<-,'
12
3
2
6
6
II
5
6
13
13
4
9
19
12
12
10
2
8
21
14
1
5
6
2
5
2
6
13
15
1
1
1
2
1
2
3
Total 52 97 40 III
Total
Other Field
Location
Ann Arbor
OE
OAQPS-RTP
ORP
OARM
Grade
12
w
13
^;.
14
,,,
15
2
May/992
ERA Career Planning Workbook
13
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Engineer
(Environmental Engineer, Chemical Engineer,
Civil Engineer, Mechanical Engineer, General
Engineer, Nuclear Engineer, Agricultural
Engineer, Electrical Engineer, Electronics
Engineer, and other specialties)
What's it like to be an Engineer?
Engineers work throughout EPA, carrying out
research, regulation, and compliance functions.
Research ranges from basic to applied, and
results are used to develop regulations or to help
the public comply with regulations. Research on air
pollution sources, for example, affects regulations
to limit emissions. Engineers may serve as research
project officers. Ed Gross of the Office Water, for
example, manages a cooperative agreement with
the Water Environment Research Foundation.
Many Engineers go beyond "hands on"
engineering; for example, they develop policy, write
regulations to implement legislation, issue permits,
and administer regulations. Larry Gaugler, Region 2,
oversees states' administration of municipal waste
plant and collection systems discharges, while Liz
Wilde, Region 4, oversees states' changes required
by the Clean Air Act. Some Engineers are experts
on particular technologies, industries, or pollutants,
advising the public, EPA offices, and other govern-
ments. Others work in enforcement, such as
monitoring states' compliance programs or teaming
with Attorneys to establish suits.
EPA Engineers look at more than engineering
issues. Lisa Askari, for example, of OSWER, who is
involved in regulating hazardous waste cleanups,
weighs a number of factors, such as costs, techno-
logical feasibility, impact on industry and govern-
ments, and effects on public health. Engineers often
work on multi-disciplinary teams and enjoy the
breadth of outlook this provides. They like the
variety of assignments and the diversity of issues
they encounter. They find their engineering training
very valuable in understanding technical issues,
dealing with technical experts in state governments
and industry, and many other ways.
What education and skills will I need?
Candidates may qualify with a degree in engineer-
ing. They may also qualify with a degree in another
field, such as engineering technology, physics,
chemistry, architecture, computer science, or
mathematics, if they have at least I year of profes-
sional engineering experience acquired under
professional engineering supervision and guidance,
usually under a formal training program to develop
professional engineering knowledges. Certain
combinations of education and experience may also
qualify, as evidenced by registration as a Professional
Engineer by a state, or passing the Engineer-in-
Training examination.
Good communication skills are important, as
Engineers frequently write and have many interper-
sonal contacts, both within and outside EPA .
How many Engineers are there and
where do they work?
There are approximately 2,460 Engineers
throughout EPA. About 275 are at Headquarters,
1,715 in Regions, 175 at the labs, and 290 at other
offices.
What is the grade structure in this
field?
Employees generally enter this occupation at
GS-5 through 12, depending on their qualifications.
Most nonsupervisory positions have a full-perfor-
mance level of GS-12. Nonsupervisory positions at
the GS-13 and 14 levels are also available in some
offices.
14
EPA Career Planning Workbook
May 1992
-------
Engineers in EPA
(Nonsupervisory GS-12II5, as of January, 1992)
LJ oci/Hrt i ict t*^oi*c
ricjr
13
15
1 ]
1 1 ,
i
1
3
1
3
Total 43 86 54 QM
%
Regions
Location
^^M^M
Region;!
Region 2
Region 3
Region 4
Region ; 5
Region 6
ti Region ;7:y;
Region 8
/Regiort^;:;;;
Region 10
Grade
12
65
80
29
76
76
67
56
46
W:!,
21
MMMMMI^HMMHI
13
49
68
65
37
50
38
26
29
!; 33"; '
23
14
,,",'/',
2
3
;'l ;'.,
V
I'-i; ,
4
:"i'^''
2
15
I",
,',: :
,> »
'"$fi
| Total 574 418 21 2 B
ORD Labs
Location Grade
Ada
Athens
Cincinnati
Cor vail is
Duluth
GulfBr.
Las Vegas
Narragan.
RTP,-, i1:-
12
2
4
14
i
; ;l
.-..6"
13
1
2
28
3
29
14
1
1
8
2
16
15
2
2
HfHETWM^BT'^^^P^^^^B^^I^^^I
^^UiLl^Kl^Kx^Ki^Kfl
Other Field
_ocation Grade
Ann Arbor
OE
OAQPS-RTP
ORP
OIG
OARM
Other- i^'1 ;'1[
12
23
5
24
4
2
13
16
1
4?
4
8
14
6
3
7
" . !'
^! "7
15
1
i;;i _
1
^^^^^^H
|IBR^HB^UE£UEBHE|
/992
EPA Cbreer Planning Workbook
IS
-------
Environmental
Protection Specialist
What's it like to be an Environmental
Protection Specialist?
Environmental Protection Specialists (EPS's)
perform a wide variety of duties in EPA. The work
of an EPS often overlaps with the work of profes-
sional engineering and scientific positions.
An EPS in a Region often oversees the environ-
mental plans and activities of state and local
municipalities. The EPS gives technical guidance and
helps develop sound plans and programs. An EPS
working with government agencies is frequently
involved with grants. Chris Lehnertz in Region 7, an
EPA Project Officer for Water Quality programs
on Indian reservations, reviews Clean Water Act
Grants. "I love my job absolutely," said Chris,
especially, "the opportunity to provide assistance to
Native Americans."
Some EPS's conduct research related to
environmental problems. Marion Ceraso, of the
Radon Division, educates the public about radon
risk assessment. She is writing a report on radon
risk assessment and speaks to community groups
on radon. "I like having the opportunity to learn,
expand on the work I did in graduate school, and
really go in-depth into a technical area that inter-
ests me."
Many EPS's in Headquarters develop environ-
mental protection regulations, policies, and guid-
ance. Sandi Jones, in the Enforcement Division,
oversees Region 3's enforcement program of the
Resource Conservation Recovery Act. She enjoys
the "diversity of assignments, independence, and
visibility" of her position.
What education and skills will I need?
Because of the diversity of positions in this
occupation, qualifications requirements are gener-
ally broad. They will vary by the requirements of
the individual position, including the grade level.
Entry level positions require either a college degree
or general experience which demonstrates the
knowledge, skills, and abilities to do the work of
the individual position in the occupation.
Advancement to higher level positions requires
directly-related specialized experience. Many EPS's
say a solid technical background in the work is
important, such as radon risk assessment, fish
contamination, or water quality programs. Many
EPS's have graduate degrees in environmental
areas, such as Environmental Biology or Environ-
mental Science.
EPS's believe oral communications skills are
necessary when negotiating and coordinating
complex environmental issues. Additionally,
superior writing skills are valuable in preparing
reports and guidance. Most EPS's must also have
strong research and analytical abilities. Positions
involving contract and grants administration and
project management require strong planning and
organizational skills and close attention to detail.
Chris Lehnertz says patience is very important
in her position. "It's important to take account of
small victories and see the steps necessary to
achieve the big picture. This is not a position of
quick results."
How many Environmental Protection
Specialists are there and where do
they work?
There are approximately 2,100 Environmental
Protection Specialists in EPA. About 900 EPS's
work in Headquarters, 1,100 in the Regions, 8 in
the labs, and 103 in other offices.
What's the grade structure for this
field?
EPS's generally start at the GS-5/7/9 levels.
Most nonsupervisory EPS's in the Regions can
progress to the GS-12 level, and some are GS-13's.
Most nonsupervisory EPS's in Headquarters
advance to the GS-13 level; some nonsupervisory
positions above GS-13 are also available.
16
EPA Career Planning Workbook
May 1992
-------
F*nvii*on mental Prni'&rl'tnn Cnofisilicf'c in
Eiiivii mil i iciil^a.1 i ULCLUvHi i9|JCvJi!?H
f ,fn1
'i1:'11';/1:11
1 .!
I11,;1';'1;:1"1'!
''''is
Jf !tf 'J'lji! Jti 1
It1';!!1 n Hi
^14
I'll'll
| Total 102
5
'"
1
13
V
^j'^l';1'
' 12
ijiS?
fii|i ,
i' L ' '
i! 'i'j!1 1! i' t' 1
40
I:1/ 82;
'^20
S'ill;
247
14
*
"''f'4>:'!i!
""is
jj:^;;
'. ,1'llhl'IIX'1
' , ,i '
' J
i1' ,'^'
16
'21; /
" ' 7""
!/M
3
15
!fJi'L
'""i"
10$
,MW^
|'!;,|j||;
'i',' '.'V'1"'
"'""3'
ii1'.^
i
5" /
;,!
97 13 |
r*
Regions
^^^^^^^^^^^^^^^^^^MMMMMMM_MMHMMHHMM>aaBM>_HHHHMHHMMMMaMM^^M^^^^^^^^^^^^^^_
Location Grade
$&?iM\$
Region 2
""'^'.'r.,'*"!?.1'1"'1
Region 3
Region 4
fiR^gljcf^Sj^
Region 6
^.RegionJ^',,
Region 8
li^fegl^J^r1:'!
Region 10
12
ife4i4f
,,y,!,',
;"'"3A::;
3
gw;!
46
1 'ill I r i i
30
UPS;
60
13
:f!;4;<
5₯
''A!;?,1;
,,. ,1
i&lA:
i"
;X. "S;-
12
Pfc
29
14
'^f/.'/
,,!_, j,!,, ( ,
", [.'
,;,,«, "'I';'1
i ,- ,
2
^''SA':'
MMHB^
15
',;':!
, /v,
| Total 406 116 10 1 |
ORD Labs
Location Grade
Ada
Athens
Cincinnati
Corvallis
Duluth 1
GulfBr.
Las Vegas
Narragan.
RTP
12
1
j,\ ,
''I
13
I'1'-
14
15
^B iv>4.ni *> i
B lotai z I
Other Field
1 Location
Ann Arbor
OE
OAQPS-RTP
ORP
ore
OARM
Grade
12
10
1
:V9,'
! ' '
K,i^;iV
13
2
2
13
1 ' ',t
14
1
«,,
15
Total 24 17 1 1
^^I^^B^^^^BHHHMHBHIMMMMHHHKH^^^^^^^^^^i^^^^^^^^H^i^^i^^^^^i^^^iH^^i^lHHH
May 1992
EPA Career Planning Workbook
17
-------
Attorney
What's it like be an Attorney?
Like the Agency itself, EPA's 950 Attorneys are
here to protect the environment. They give advice
about legal matters and help develop EPA policies
and environmental standards. They help enforce
environmental laws and regulations. Much of their
work is direct enforcement of environmental laws
and regulations, working on specific cases involving
chemicals which should not be used in manufactur-
ing; sites at which hazardous waste was put in the
earth; pollution of streams, rivers, and lakes; or air
pollution. Marcia Mulkey, Regional Counsel in
Region 3, put it this way, "In many instances,
regulated entities are law-abiding. The goal of
enforcement is to assure that all others also
comply. The intended message is that compliance
pays."
Mary Wilkes, an experienced Attorney with
Region 4 says, "I have a free hand with my cases. I
like the people I work with; they are committed
and helpful. I like most of the work, which is
worthwhile and challenging."
Mary Ellen Levine, with the Office of General
Counsel in Headquarters, who came from a private
firm, says, "You have much more autonomy as a
junior person in OGC than in a law firm. You have
more authority. I interpret novel issues of statutory
and regulatory authority, for example, that have
nationwide, and sometimes international, impact or
importance. You routinely talk to division directors.
Your recommendations are usually accepted.
Lawyers are usually consulted when there is a very
difficult problem to resolve and there often is
conflict As a result, you grow professionally as fast
as you are able to."
She continues, "Within OGC there is a tremen-
dous wealth of expertise that staff attorneys can
draw upon. Compared to a law firm, where
sometimes each associate must individually 'learn
the ropes,' there is a great sharing of knowledge
and expertise among attorneys."
"While, ultimately, decisions are made by the
senior managers within EPA, staff Attorneys have
the ability to influence policy decisions, sometimes
in small, sometimes in important, ways."
What education and skills will I need?
Attorneys must be members of the bar of any
state or D.C. to qualify. EPA Attorneys generally
come from law firms, other government agencies,
or judicial clerkships. OGC does offer a few
positions to recent law graduates with outstanding
backgrounds. Most offers go to those who have
participated in OGC's Summer Honors Program
after their second year of law school. The compe-
tition is keen for the few Attorney positions which
become available each year. For any Attorney, an
outstanding academic record and strong legal
writing and analytical skills are required.
Applicants who meet all requirements except
bar membership may be hired as Law Clerk
trainees, but must be admitted to the bar within 14
months or be separated.
How many Attorneys are there and
where do they work?
Headquarters has about 250 Attorneys, 100 in
OGC, 100 in Enforcement, and 50 in other offices.
The regions have another 450.
What is the grade structure for this
field?
New law school graduates typically start at the
GS-9 or 11 level, but experienced Attorneys enter
at higher grades. The full-performance level is
generally GS-13 or 14. Some non-supervisory grade
14 and 15 positions are also available.
18
EPA Career Planning Workbook
May 1992
-------
Attorneys in EPA
(Nonsupervisory GS-/2//S, as of January, 1992)
Headquarters
Location
oA'X'i
OPPE
OE - ' ,: , ;
OGC
OIG
OIA
OARM
OW
OSWER
OAR
ORD
Grade
12
'''i
ii
6
; \ ;> "
2
.",';, \ ,;
4
L'!|!ii;I:'1;Ll
13
5
24
28
', ' ,
4
;! 3
10
!.i«v,8-
Total 26 82
14
3
50
41
i '
2
j
3
15
1
12
25
>i 'i
j
1 ' j
/' . "
100 43
Regions
HH__M__|lMHlM_aB|HMBH_|MBMnBHH_aH|HHM_Bai^__MM|HMHMMM_H_l_ , , 5;
3
4
15
i"-3,
1
"M
i
i/-'tj
i
Total 84 292 81 7|
ORD Labs
Location
Ada
Athens
Cincinnati
Corvallts
Duluth
Gulf Br.
Las Vegas
Narragan.
RTP
Grade
12
13
14
. -
IS
Total
Other Field
Location
Ann Arbor
OE
OAQPS-RTP
ORP
OIG-,1"1"1':'
l| 1 [ J 1 ''' ' 'i !
OARM
OtWer"^",
Total
Grade
12
(.3 '
'' . i
i1 ' i
i , i,;, i,
13
11 " , ' <
14
1. ,,!"'>!,.
ll 1
1 ll I [1 1 ,' 1 1
15
>» ,-
_,' '">,'
/'
1 I'1 '
l; .". '.,
May/992
EPA Career Planning Workbook
19
-------
Administrative Support/
Technician
(Environmental Protection Assistant, Secretary,
Clerk-Typist, Miscellaneous Support/Technician
Positions)
What's it like to be an administrative
support/technician employee?
The cadre of administrative support and techni-
cian positions forms the backbone of EPA. Many
different types of positions fall in this group, but all
have the common purpose of performing technical
or clerical work to support the missions of their
organizations.
Environmental Protection Assistants form a
unique group of positions in EPA, performing a wide
variety of technical support duties related to
environmental planning and protection. These
positions are primarily located in Regional offices,
labs, and field organizations. They may work with
data; prepare charts, exhibits, and reports; and
otherwise support higher-level environmental
protection personnel.
Kevin Orendorf of Region 8 helps a financial
analyst to enforce regulations under the Resource
Conservation and Recovery Act. He inputs and
tracks data, reviews financial instruments, and
prepares letters and compliance orders. He
especially enjoys "working with computer soft-
ware." Another Environmental Protection Assis-
tant working in a Region helps Engineers provide
construction grants to municipalities to build and
upgrade wastewater treatment systems. She values
working in a position that will provide her the
knowledges and skills she needs to advance in EPA.
Secretaries are the principal administrative
support positions in the office. Work ranges from
duties such as receptionist, phone, and typing work,
to very responsible tasks such as developing
information for high-level, complex conferences.
Secretaries' working relationships with their
supervisors enable many to act and speak for them
with an authority rare in clerical positions. Some
find this aspect of the position very satisfying. "I
run Susan's life at the office," says Georgia
McDuffie, Secretary to the Deputy Office Director,
OPP, "My job is to help Susan get through her
day!" Georgia likes helping others. "I feel needed
and appreciated in my job and I like running my
own show," says Kathy Lake, Secretary to the AA
for Communications, Education, and Public Affairs.
Both also enjoy the extensive people contact and
variety of duties in their positions.
What education and skills will I need?
These vary by position and grade. Most entry-
level positions require either a high school diploma
or general experience indicating ability to learn
how to do the job. Candidates may have to
demonstrate typing and other skills.
Georgia McDuffie describes many clerical and
administrative support positions as "juggling acts,"
involving a variety of competing demands, heavy
workload, and tight deadlines. Employees in these
positions need to be able to adjust to frequent
changes in priorities. Time management, organiza-
tional, and planning skills are helpful. Attention to
detail is important, as are good oral and written
communications skills.
Technical support workers apply rules, regula-
tions, and procedures based on practical knowl-
edge. Some Environmental Protection Assistants,
for example, refer to financial responsibility
regulations, while others must understand and use
facility plan requirements.
How many administrative support /
technician employees are there and
where do they work?
There are nearly 3,000 administrative support
and technician positions in EPA. About 800 are in
Headquarters, 1,600 in the Regions, 300 in the labs,
and 300 in other offices.
What is the grade structure for this
field?
Employees typically enter these occupations at
the GS-2 through GS-5 levels. Most administrative
support and technician positions have a full-
performance level of GS-4/5/6/7. Some specialized
positions are available at higher levels, especially in
Headquarters. Many administrative support
positions with typing requirements receive special
salary rates to reflect the special demand for these
positions.
20
EPA Career Planning Workbook
May 1992
-------
Administrative Support/Technician Positions in EPA
(Nonsupervisory GS-5//0, as of January, 1992)
H ead a u ar te r s
Location ! Grade
£UKtfi"?>\r*'
OJPPE
, 'OEyjiffl^.f1';"1
OGC
biA
ow""'"'1
-PftLZ'!,'1
'ORD'"
5/6
7-i's:'
5
i1'' ; 7',
6
2
"""17""
il'tr
I3(1B
l"!"1'''i"k
Total 2 1 5
7
rw
II
Wllr
9
2
60
30
1 ih i ' ii! 'r i1,
f : '42'
ini25'
III
12
8
,/, 16"
II
; r;V9,
6
2
*^i*8!
"' 12"
l||! ,1 1 1 t|)M,H|,lj'
"l!i'9kl
9/10
12
5
'VS'i1
3
4
\9
"i
'!i
10
279 147 90
Regions
Location Grade
'j'R^ilbrtife"
Region 2
Region 3
Region 4
Region 5 '>
Region 6
; Region 7 ,
1 t , ',,, OtLifi i UB'I! ni i
Region 8
^^glijljij^liii;'1
Region 10
5/6
li.kBS,'.'
84
136
154
102
*55*'
7
46
20
51
51
30
23
20
'"iV
Total 891 334
8
v;\3,<"
6
12
5
,",5,,;,'
8
Vl1" r
9/10
'a
5
Hi..
4
2
'i.2!'"'
3
i-K.
3
74 30
| ORD Labs
Location
Ada
Athens
Cincinnati
Corvallis
Duluth
Gulf Br.
Las Vegas
Narragan.
RTP
Grade
5/6
2
3
32
5
4
3
14
16
7
4
2
18
2
3
1
4
1
32
8
3
2
5
2
2
4
6
1
16
9/10
3
4
14
5
1
8
6
28
| Total 79 67 41 69
^^. j_m »*
Other Field
Location Grade 1
Ann Arbor,
OE
OA0PS-RTF
ORP
OIG
OARM
iCStn'erjt? "J
5/6
25
24
34
4
II
26
12
7
7
8
18
2
10
31
'""9
8
2
3
3
2
, X"
9/10
2$
2
2
5
7
| Total 136 85 22 49 |
Alcy/992
EPA Career Planning Workbook
21
-------
Management Analyst and
Program Analyst
r
What's it like to be a Management
Analyst or Program Analyst?
Employees in these occupations serve as staff
analysts, evaluators, and advisors to management
Management Analysts work on administrative
management matters, such as organizational design,
distribution of work assignments, and delegations of
authority. They analyze organizations and apply
management principles to solve problems. They
use a wide variety of fact-finding and analytical
techniques in their work.
Cheryl Bentley, Management Analyst in the
Management and Organization Division, is currently
advising management on a reorganization in one of
her client offices. Based upon her research and
fact-finding interviews, she is developing a report
for top management's consideration on options,
alternatives, and organizational recommendations.
She enjoys "the opportunity to become very
knowledgeable of programs, organizations, and
personnel throughout the organization."
Program Analysts mostly plan, analyze, and
evaluate EPA programs and operations. They set
and assess program objectives and policies, meas-
ure work operations and progress, and develop
resources estimates. They identify actual or
potential problem areas, developing and recom-
mending changes in objectives, operations, and
emphasis to correct these deficiency situations.
Tom Miller, Program Analyst in ORD's Office of
Health Research, is heavily involved in planning,
budget and contract administration for his assigned
programs. He enjoys the "freedom and unstruc-
tured work environment" of his position. Caroline
Previ, Program Analyst for OSWER, is a key point
of contact for Super-fund and underground storage
tank regulations. She participates in the review of
proposed regulations and coordinates substantive
issues with other parts of the organization. She
prepares and reviews Congressional responses on
assigned program areas, develops briefing materials,
and coordinates replies on program issues to
Congressional committees. She finds her position
provides her "exposure to many different program
issues and a bigger view of the real concerns of
EPA management"
What education and skills will I need?
Qualification requirements vary by position and
grade. Entry-level positions require either educa-
tion at the undergraduate level and above or
general experience which demonstrates the
knowledge, skills, and abilities needed to do the
work. Advancement to higher-level positions
requires experience related to the function.
Cheryl Bentley believes a Management Analyst
should be a good "people person," with "well-
developed research and analytical skills, an eye for
detail, and good communication skills." Manage-
ment Analysts must "maintain objectivity and
control their emotions in order to develop sound
options and recommendations on controversial
issues."
Caroline Previ emphasizes the need for "coor-
dination and teamwork" in her position. It's not a
good match for people who need a lot of "indi-
vidual ownership" of their projects. She also
believes it's a "plus for a Program Analyst to have a
scientific or technical background." Tom Miller
echoes the need for a Program Analyst to have at
least "a broad knowledge of scientific and ecological
principles".
How many Management and Pro-
gram Analysts are there and where
do they work?
There are approximately 1,000 employees in
this occupation, including about 800 in Headquar-
ters, 160 in the Regions, 25 in the labs, and 20 in
other offices.
What is the grade structure for this
field?
Entry level positions are typically at the GS-S
through 9 levels, though some employees qualify to
enter at higher levels. Headquarters analysts may
advance to the GS-13 level, with some higher-
grade positions also available. In other offices,
positions are typically GS-12, with some GS-13
positions available.
22
EPA Career Planning Workbook
May 1992
-------
Management Analysts/Program Analysts in
EPA (Nonsupervisory GS-/2//5, as of January, 1992)
Headquarters
Location Grade
OA
OPPE
>OE''V v"
OGC
- '
OIA
Ovyr
OSWER
OAR-,>
Total 522
Other Field
Location Grade
Ann Arbor
OE"'"
OAQI»S-RTP
ORP
O1G 'iM :.!:,>.
OARM
^fc. £1 '"'^'Pl^O ' «!'
er -mv
12
.:'ii'?'
i"
,
-------
Budget Analyst and
Financial Specialist
What's it like to be a Budget Analyst
or a Financial Specialist?
Interested in working with data? Budget
Analysts are EPA's budget administrators. Most
Headquarters Budget Analysts formulate budget
and cost estimates to support plans, programs, and
activities. They provide supporting material and
information to the Office of Management and
Budget and Congressional Appropriations Commit-
tees staffs.
Budget Analysts in the Regions spend most of
their time on budget execution. They monitor
spending levels, reallocate funds from one budget
category to another, and prepare financial reports.
They also participate with Headquarters program
offices in budget formulation.
Budget Analysts work with both conceptual,
policy issues and quantitative data. Dennis DeVoe.
a Branch Chief in Headquarters, says one of the
most satisfying aspects of his job is the opportunity
it provides to gain a broad overview of the Agency
and its many programs and to work with the
Agency's officials in deciding budget and program
priorities.
The life of a Budget Analyst can be very
stressful. At certain times during the budget cycle
the Budget Analyst's workload becomes especially
heavy. During these periods, Budget Analysts must
work very intensively to compile, analyze, and
submit a large amount of data under tight deadlines.
Financial Specialists perform a wide variety of
work in the Agency's various financial functions.
Many Financial Specialists enjoy this diversity. Some
develop policies and procedures for EPA. Others
design formats for reporting financial information
and analyze data to prepare reports or briefings for
management. Some work primarily with Superfund,
making sure that payroll and other charges are
correct. Financial Specialists are sometimes
assigned to provide customer assistance to employ-
ees and the public, such as vendors who call about
payments or employees who need help in resolving
salary problems or travel reimbursement questions.
What education and skills will I need?
Candidates with a bachelor's degree in any field
can qualify for an entry level position as either a
Budget Analyst or Financial Specialist. Candidates
may also qualify with three years of experience in
administrative, professional, technical or other
work. This experience must demonstrate the
ability to analyze problems to identify significant
factors, gather pertinent data, recognize solutions,
plan and organize work, and communicate effec-
tively orally and in writing. Advancement beyond
the GS-5 level requires either advanced education
or experience as a Budget Analyst or in financial
work.
How many Budget Analysts and
Financial Specialists are there and
where do they work?
There are approximately 170 employees in
these categories, with about 100 at Headquarters,
65 in Regions, and a few in the labs and other
offices.
What is the grade structure for this
field?
Depending on their qualifications, employees
may enter these occupations at the GS-5 through
12 levels. Most Budget Analysts have a full-perfor-
mance level of GS-11, while Financial Specialists
generally have a full-performance level of GS-I I or
12. Some Financial Specialist positions around the
country may have lower full-performance levels. lr»
both job categories, some nonsupervisory positions
above the GS-12 level are available.
EPA Career Planning Workbook
May 1992
-------
Budget Analysts/Financial Specialists in
EPA (Nonsupervisory GS-/2//5, as of January, 1992)
Headquarters
Location
Grade
OPPE
OGC
OIA^
'ow
.IsSK
OAR
ORD
12
!>[[)
M.'isiii:
3
III
i||:
I
13
'
14
15
Regions
Location
Grade
Region 2
'' "" ''' , J 'il'I'Ll _-
Region 3
Region 4
Region 6
Region 8
Reion 10
12
,,i.,,,
,,,^,,
''T
''i'
13
14
15
i
Ui!'1'
ORD Labs
Location Grade
Ada
Athens
Cincinnati
CorvaJJis
Duluth
GulfBr
Las Vegas
Narragan.
RTP
12
i
13
,'
14
15
Total
Other Field
Location I Grade
qi"""1
g^PS;RTP
OIG
OARM
pther ,;,:
12
i > , 'i
, i"j " 33
!'
' >:
Total
13
, i
:'
,|L
'"fe'
14
:,i':
-1= ' -
'''**" ' "
>-.', ' *-
15
^
May 1992
EPA Career Planning Workbook
25
-------
Computer Specialist
What's it like to be a Computer
Specialist?
One of EPA's primary goals is to work smarter
to protect the environment by making maximum
use of computers. Considerable use of computers
is possible here because 39 percent of our employ-
ees are Engineers or Scientists, and they know how
to use computers.
All EPA Computer Specialists use hardware,
telecommunications, and software to create,
maintain, or change major systems, or to work with
various smaller systems. They accomplish most of
their work through contractors; thus, they need to
know the techniques of project management
how to set up milestones, track those against a
timetable, and get deliverables finished.
Thorn Shurtleff, a Computer Specialist in
Headquarters, says, "Managing contracts is impor-
tant, as is tracking delivery orders which are
pending. Keeping slack to a minimum and making
sure contractors are not spinning their wheels is
critical."
He continues, "The technology in this job is
fascinating and constantly changing. There are
always new approaches to try out You never stop
looking for a better way to improve quality and
productivity."
Maureen Johnson is a branch chief at Research
Triangle Park. She managed EPA's conversion from
Email to All-irv-one. "I like the constantly changing
environment, and I like dealing directly with
customers. It is easy to lose sight of how this all
fits in with the environment- It is important to
keep sight of the interface between this work and
protecting the planet"
What education and skills will I need?
Entry-level positions require a college degree or
equivalent experience. Applicants with college
degrees in computer-related fields are not required
to take a written test; others must take the
examination. Higher-level positions require
additional related education or experience, but no
written examination.
Maureen Johnson says, "Good Computer
Specialists in EPA maintain state-of-the-art knowl-
edge in a rapidly changing field. They monitor
contracts well and understand the contractual
mechanism. Getting along well with, and communi-
cating well with, vendors being relied upon is
essential. A good technical background in ADP is
needed, and a business management background is
helpful. I completed an MBA program, and that
helped me a lot People and communication skills
are very important"
How many Computer Specialists are
there and where do they work?
There are about 375 Computer Specialists in
EPA. Nearly 170 are in Headquarters, 120 in the
Regions, 30 in labs, and 50 in other offices.
What is the grade structure for this
field?
Employees may enter this occupation at grades
5 thorough 12, depending on their qualifications.
Nonsupervisory Computer Specialists may advance
to GS-12 or 13. Some nonsupervisory positions at
GS-14 are also available.
26
EPA Coreer Planning Workbook
May 1992
-------
Computer Specialists in EPA
(Nonsupervisory GS-/2//5, as of January, 1992)
Headquarters
Location
OA
OPPE
OGCi!
OIG
OIA
r' l| [ ) i, |j r|, | ,£,i L , ^
O^fjtffllifjjipi.1,^;1
ow
OSVVEM
OAR
Dp^TfiS'iif!1^,'
Grade
12
V
,',.'[. J.,l'
'*''
1 [ 1 ll hi; 1 1
I'il'/'i^lil;!,
""4""""
:iSi2i';j
"'5 '
tot;
13
*' 1
7
i'24'i'1
""s"
; ' 41'.
1
'J20(
14
29
1
2"1',
, . i , 9f
15
;'vi4
1 , ,"
:w
Total 31 63 34 4
Regions
1 Location
Region
Region
-Region
Region
Region
1 1 1 if [' !' !l]i^' IM ! I 'liili l|!'
Region
Region
Region
S Region;
Fl'f'l lll»u< \U H.'if'f Ifi
Region
Total
;li«'
2
3 '
4
sjii
6U'
7*.
8
9;S'
id
Grade
12
i^iJs,,-
'"s"
.V, 7:
5
[t't , , i Jj i '" t
'" '7'""
: 3 '
4
fel'fc;
"3"
13
'^[4-^
"i"
/,3.'f,
'il'j'/ll "l?|! f 'i
2
..'...*>?; i
,.,,
14
''.'," '"iv
1 ' 1 ''
1 1 1 '
15
,i , .,,9 |i !' '
59 19
ORD Labs
Location
Ada
Athens
Cincinnati
Corvallis
Duluth
GulfBr.
Las Vegas
Narragan.
RTP
Grade
12
1
6
13
1
1
I
14
15
Total 7 3
Other Field
Location
Ann Arbor
OE
OAQpSrRTP
ORP
OIG
OARM
cftiSlgnfc *!!:*.
^^IH^l^^^^H
Grade
12
3
3
""i-S
1
1 '
MMMMMB
13
3
1
:;;: 'i 4..
1
8
MMMi
14
,",.,,;. ''
13
, t' ' [ '
1 ', !l<|> IH, !
MMi^H^^HHB
15
t
4
^^^I^HI
Total 12 17 13 4
May 1992
EPA Career Planning Workbook
27
-------
Auditor and Accountant
What's it like to be an Auditor or
Accountant?
Most Auditors work for the Inspector General.
Some do performance audits, which focus on ways
to make EPA more efficient and effective, and
review the achievement of expected program
results. Others do financial audits, reviewing bills
from Superfund contractors, uses of construction
grants, and various other financial transactions.
Senior Auditors typically specialize, but Auditors
may be assigned different types of audits. Teams
often work on an audit for six months to a year.
Auditors travel regularly.
Alan Bogus, who oversees the Office of Audit's
policy and planning for the Inspector General, says,
"Working as an Auditor gives you a broad picture
of the Agency, as there are so many areas to
audit"
Most of EPA's Accountants who are not
Auditors work in OARM, maintaining EPA's
accounts, ensuring that debits and credits are
posted to the proper appropriation and account,
correcting misapplied charges, disbursing funds, and
doing other work. Some Accountants analyze
financial data and develop financial reports to
management. Treasury, OMB, GSA, and other
agencies.
Some EPA Accountants do not "crunch num-
bers." They develop policies and procedures.
Other Accountants work with Computer Special-
ists to design and maintain EPA's automated
financial management systems. Some work on
quality assurance, reviewing financial operations to
ensure proper procedures are followed.
EPA's Accountants like the variety of their
assignments. Larry Achter, Reports and Account-
ing Section Chief in Headquarters, says that EPA
accounting work is more varied and interesting
than work in a private accounting firm, where
Accountants tend to be assigned repetitive tasks.
The challenge for EPA's Accountants is learning
Federal accounting practices.
What education and skills will I need?
To qualify for an entry-level position as either
an Auditor or Accountant, you need a bachebr's
degree in accounting or a related field with 24
semester hours in accounting, or a certain combi-
nation of work experience and education. To
qualify above GS-S, you need graduate education or
specialized experience.
Auditors need skill in dealing with people on
sensitive matters, both in collecting information and
in presenting findings and recommendations.
How many Auditors and Accountants
are there and where do they work?
There are approximately 400 in EPA, with
about 150 at Headquarters, 80 in Regions, and 170
in other offices.
What is the grade structure for this
field?
Depending on their qualifications, employees
may enter this occupation at grades 5 through 12.
Auditors and Accountants in EPA generally have a
full performance level of GS-12. Nonsupervisory
positions above the GS-12 level are also available.
28
EPA Career Planning Workbook
Moy 1992
-------
Auditors /Accountants in EPA
(Nonsupervisory GS-I2II5, as of January, 1992)
Headquarters
Location
oWAfij,!1,
l« JjJiJi $, i, ii nil JHiiii
OPPE
-
Grade
OGC
;9^
OIA
ow
s,!?sfi SiiliiYi'iS iffl,*?
ORD
12
13
.'.''i!.1 "a*1
"
14
15
Total 16 54
Regions
Location Grade
Region jl ,,
Region 2
Region 4
/^e^io^'S'1!;'1,
' , .f 'n*1! ' 1 , .,< .>//''
Region 6
.^telii'-'
Region 8
' Region i 9
* iu O Vif M 7 'li .'. J /
Region 10
12
'iii'i'in' f' i .
'i''''
1 7?.." 11!
?|!|!!'8j':rt
' 7
II! ;;!4;; '
2
1 '"'''! l!^ ;
h'l11'!1 W'l'V H '
1
13
VjiJIj,; ,;
'^'j
j""
<|,;^«'
2
I'!'!1. '
'l "I
U'if'illjlli i'
14
'w>... '
'" \'
!MM:,'
,,i 1^' ' > ' '
.7, ^.
i1 1 i >
15
;A, ,,/
1 '
,' '
""
Total 39 10 | 1 |
ORD Labs
Location Grade
Ada
Athens
Cincinnati
Corvallis
Duluth
GulfBr.
Las Vegas
Narragan.
RTP
12
13
14
^^^M^
15
Total
Other Field
Location
Ann Arbor
OE
QAQPS-RtP
ORP
OIG
OARM
Other
Grade
12
r1'
46
8
Total 54
3
29
6
,C- ^ !
14
,'
2
15
i ,
r5 -i :
35 2
EPA Career Planning Workbook
29
-------
Contract Specialist
What's it like to be a Contract
Specialist?
Contract Specialists make sure that EPA has the
materials and services it needs to function. They
are responsible for contracting with commercial
and noncommercial sources to provide their clients
in the various EPA program offices with a wide
variety of products and services. Contract Special-
ists ensure these are provided when and where
they are needed, at the most reasonable price, and
in accordance with an extensive body of laws and
regulations.
Some Contract Specialists are primarily involved
in contract advertising and negotiation. They solicit
and evaluate bids from potential suppliers. They
negotiate with contractors over such matters as
costs, schedules, and specific features of items to
be procured. Others are primarily involved with
contract administration. They monitor the
contractor's work to make sure they are complying
with their agreement. They may need to renegoti-
ate changes to contracts, terminate contracts, and
settle claims. Others develop EPA contracting
policies and procedures, or specialize in quality
assurance.
Because of EPA's high visibility. Contract
Specialists sometimes become involved in respond-
ing to questions from Congress and the press.
They sometimes must confer with EPA Attorneys
and Auditors on many legal and costs issues.
What education and skills will I need?
Candidates with an undergraduate degree in any
field may qualify for entry-level positions (GS-S).
Candidates with three years of work experience
may also qualify. This experience must show
knowledge of procurement practices, skill in
research and analysis, and skill in oral and written
communication. Graduate education, law school,
or work experience in contracting is necessary for
advancement.
Contract Specialists must learn an extensive
body of laws and regulations that govern Federal
and EPA contracting practices. They work with
complex legal and technical issues and must have a
clear understanding of various cost and regulatory
matters. Their work requires great attention to
detail, and good writing and communications skills.
How many Contract Specialists are
there and where do they work?
There are approximately 275 Contract Special-
ists in EPA. About 150 work at Headquarters, 75 in
Regions, and nearly 60 in other offices.
What is the grade structure for this
field?
Depending on their qualifications, employees
may enter this occupation at the GS-5 through 12
levels. Most Contract Specialists in Headquarters
have a full-performance level of GS-12, with senior
positions available at the GS/GM-13 and 14 levels.
Contract Specialists in the Regions and field offices
are generally at the GS-12 and 13 levels.
30
EPA Career Planning Workbook
May 1992
-------
Contract Specialists in EPA
(Nonsupervisory GS-/2//5, as of January, 1992)
Headquarters
Location Grade
OA
OPPE
OGC
OIG
OIA
'OARttv^y1
OW
OSWER
OAR
ORD
12
:,'i2i'i
,,,,,,
, ' ,i;,!;l' S'
13
'
33
''Vr,;'". '
14
i'/i'.asj
1 i.
,;, :,,.:;
15
' "
i.
i-.T,1
,' Mi,,;'
Total 23 33 23 1 M
Regions
Location
Region 1 ';<,".
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Region 8
' R Aoirt'n "0' ''' '
Tn 5 t , '' ',7 ' X''
Region 10
^i
Grade
12
,;, ,'3 ,
4
'r; 4
6
;V4
2
3
,' '<',' [! ' 'i"
__^^^^^^^^^
13
,' ;)j*/:,
4
'« «i <«,«,
31
'I'j'i''}]
3
!'£^
"'"i""1
'v.il!
,"'','
3!j:.;i",
, ,'(,.','
1
^^^^^^^^^
14
I,,,,'1, '. '
'w?'','\
: ''""', '"i.
' ' !i' i'
ii i ,i'
^^^^-^^_____l
15
llfl ,' 'I'',1
',,,/',,:
3 ,1 '' "
' " .,l,'l' .1,,'
I',' 1 . M !'
Total 26 27
ORD Labs
Location
Ada
Athens
Cincinnati
Corvallis
Duluth
GulfBr.
Las Vegas
Narragan.
RTP
Grade
12
1
13
14
> |
, ; ' ' .."
15
Total 1 1
Other Field |
Location
Ann Arbor
OE
CJA'QlP'S-'RTp
ORP
OIG
OARM
Other
Grade 1
12
.w.--
v ;;':;;', -,*
18
'"' ]|
13
f,, ;»' ,
9
14
!, >; "'': i;ii';°
2
'. :;:;'.-:
15
i,, "-.
:,,',.
1
i ,'
Total 18 921
May/992
EPA Career Planning Workbook
31
-------
Professional, Administrative,Technical, and Clerical Occupations in EPA
(Occupations with 10 or more employees)
Accounting/Auditing
Accounting
Accounting Administration, General
Accounting Technician
Auditing
Administrative Support/Technician
(General)
Clerical and Administrative, General
Clerk and Assistant, Miscellaneous
Clerk Typist
Management Clerk/Assistant
Secretary
Contracting and Procurement
Contracting and Procurement
Procurement Clerk/Assistant
Engineering
Chemical Engineering
Civil Engineering
Electronics Engineering
Electronics Technician
Engineer/Architect Student Trainee
Engineering Technician
General Engineering
Mechanical Engineering
Sanitary/Environmental Engineering
Environmental Protection, General
Environmental Protection Assistant
Environmental Protection Specialist
Financial Management/Budget
Budget Administration
Budget Clerk
Financial Analysis
Financial Assistant
Financial Management
Financial Management Student Trainee
Information
Public Affairs Specialist
Technical Information Services
Visual Information
Writing and Editing
Investigations
Criminal Investigator
General Investigator
Legal
Attorney, General
Law Clerk
Legal Clerk/Assistant
Paralegal Specialist
Program Management,
Administration
Administrative Officer
Administration Student Trainee
Management Analyst/Program Analyst
Program Management
Student Trainee, General
Mathematics
Mathematical Statistician
Operations Research
Statistician
Office Services
Mail and File
Office Automation Clerk and Assistant
Office Machine Operator
Office Services Supervisor/Manager
Supply Clerk/Technician
Personnel Management/Training
Employee Development
Labor-Management/Employee Relations
Personnel Management (con't)
Personnel Clerical and Assistant
Personnel Management
Personnel Staffing
Safety/Security
Safety Management
Security Administration
Science
Biology Science, General
Biological Science Student Trainee
Biological Technician
Chemistry
Ecology
Entomology
Geology
Health Physics
Health Science, General
Hydrology
Industrial Hygiene
Microbiology
Oceanography
Pharmacology
Physical Science, General
Physical Science Student Trainee
Physical Science Technician
Physics
Soil Science
Toxicologist
Telecommunications/Office
Automation/Computer Science
Communications Management
Computer Aide /Technician
Computer Specialist
Miscellaneous
Business and Industry, General
Consumer Safety
Economist
Equal Employment Opportunity
32
EPA Career Planning Workbook
May 1992
-------
Key to Abbreviations and Office Locations
Headquarters
OA Office of the Administrator
OPPE Office of Policy, Planning,
and Evaluation
OE Office of Enforcement
OGC Office of General Counsel
OIG Office of the Inspector
General
OIA Office of International
Activities
OARM Office of Administration and
Resources Management
OW Office of Water
OSWER Office of Solid Waste and
Emergency Response
OAR Office of Air and Radiation
OPPTS Office of Prevention,
Pesticides and Toxic
Substances
ORD Office of Research and
Development
Regions - Main Offices
(Total numbers shown for Regions Include employees working it
main offices and at Regions' field offices.)
Region I Boston
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Region 8
Region 9
Region 10
New York
Philadelphia
Atlanta
Chicago
Dallas
Kansas City
Denver
San Francisco
Seattle
ORD Labs
Ada Kerr Environmental
Research Lab (Ada, OK)
Athens Environmental Research Lab
(Athens, GA)
Cincinnati Environmental Monitoring
Systems Lab
Risk Reduction Engineering
Lab {Cincinnati, OH)
Also includes field stations
Corvallls Environmental Research Lab
(Corvallis, OR)
Duluth Environmental Research Lab
(Duluth, MN)
Also includes field stations
Gulf Br Environmental Research Lab
(Gulf Breeze, FL)
Narragan Environmental Research Lab
(Narragansett, Rl)
Also includes field station
RTF Health Effects Research Lab; Air
and Energy Engineering Research
Lab; Atmospheric Research and
Exposure Assessment Lab
(Research Triangle Park, NC)
Other Field
Ann Arbor Motor Vehicle Emissions Lab,
OAR (Ann Arbor, Ml)
OE National Enforcement
Investigations Center (Denver,
CO), and Regional locations of
the Office of Enforcement
OAQPS Office of Air Quality Planning and
Standards, OAR (Research
Triangle Park, NC)
ORP Eastern Environmental
Radiation Facility, OAR
(Montgomery, AL), and Office of
Radiation Facility, OAR (Las
Vegas, NV)
OIG Office of Inspector General
Field Offices (Boston, New
York, Philadelphia, Research
Triangle Park, Atlanta, Chicago,
Dallas, San Francisco, Sacramento,
and Seattle)
OARM Includes Office of Administration
and Resources Management
activities at Cincinnati, Research
Triangle Park, and Las Vegas
Other Includes field activities of ORD
(other than laboratories), OW,
OPPTS. Office of Civil
Rights, and miscellaneous other
activities
May 1992
EPA Career Planning Workbook
33
-------
Summary
The broad objective of EPA's career planning approach is to create a good fit
between your career interests and goals and EPA's needs. In this workbook, we've
encouraged assessment of your skills and interests in the context of career opportunities
at EPA.
The next step is to develop a plan with concrete steps toward actualizing your
career goals. The other brochure in this portfolio, "Finding Your Career Direction,"
provides additional guidance on finding your career path in EPA. It describes the merit
promotion process and typical EPA career paths, and provides advice on how to create
your own personal career map.
Good luck!
Where Will
Your Career Path
lake You?
EPA Career Planning Workbook
May 1992
-------
xvEPA
United States
Environmental Protection
Agency
Administration And
Resources Management
(PM-224)
210K-92-002
May 1992
Mapping Career Paths At EPA
Step Two: Finding Your Career Direction
o
CO
3
Printed On Recycled Paper
-------
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY
| WASHINGTON, D.C. 20460
<
JUN 2 2 1993
OFFICE OF
PREVENTION, PESTICIDES
AND TOXIC SUBSTANCES
MEMORANDUM
SUBJECT: Career rie^elopjirelitp 'Mapping Career Paths at EPA1
FROM: Joaepn F; Powers, j£./Director
Ofxice^of Program /Management and Evaluation
TO: OPPT Employees
Background
Several years ago/ the EPA Internal Advisory Council and the
Women in Science and Engineering (WISE) group identified career
issues and concerns of managers and employees. Key questions
which were being asked by EPA personnel included: How far can I
be expected to go within EPA?; What are the opportunities for me
within the agency?; and, why are research scientists rated
differently in the regions and in headquarters. To help answer
these questions, it was decided to develop a practical package of
information which could help EPA personnel better plan their own
career development.
'Mapping Career Paths at EPA1 is the first in a series of
documents planned by the Office of Human Resources Management.
It was designed to give the individual an opportunity to reflect
on their career goals and objectives. It provides useful
information on how best to plan for the different careers
available within the agency. Future documents might include such
subject areas as: the merit promotion system, interviewing
techniques, job burnout, and how to develop and complete the
SF171 form.
With the ongoing 'revolution1 in the workplace, it is more
important than ever for individuals to design the ideal career
for them which will be highly rewarding and challenging and will
utilize their strengths. Today, workers are placing a greater
emphasis on job fulfillment as they want a greater balance in
their personal and professional lives. To many, 'success' in
life, has a new meaning for many reasons.
RtcyclmVRtcycJabl*
-------
Workers are looking to organizations as places where they
can contribute to decisions and make a difference in a variety of
ways. The centralized, highly structured organizational
hierarchical systems of the past are giving way to a greater
focus on collaboration and teamwork within the organization.
There is much emphasis on customer satisfaction. The same amount
of emphasis is being placed on manager and employee satisfaction.
Organizations are having to focus on development of their people
in a number of important new ways.
Intended Objectives of This Publication
This kit is about planning one's career and matching the
person to the jobs which make sense so that there will be greater
job satisfaction and success. It is intended to help an
individual in three specific ways:
1. To learn more about themselves.
2. To learn more about EPA.
3. To plan their career.
Next Steps
1. Read and use the attached 'Mapping Career Paths at
EPA' packet of materials.
2. For those wanting to discuss Career Paths, a Brown Bag
will be held on July 1st in room 542ET from 12:00 to
1:00 to discuss this issue. John Alter from the Office
of Water will lead the discussion.
3. For those wanting to pursue their career development in
more depth, A 1-1/2 day Career Development workshop is
scheduled to begin on September 15.
For further information and registration information,
contact anyone on the Human Resources Team at 260-1761.
Attachment
cc: Mark Greenwood
Joe Carra
-------
Management
Position Change
Geographic Move
Developmental
Program
When you are hired at EPA
Your career path begins; you're on the way!
Through a maze of learning, training and more;
To protect the environment is what you're here for.
But there comes a time in your career when you ask,
Where am I going? Has my career path been cast?
How can my path change? Where can I go?
Why do I have this feeling of woe?
Perhaps this brochure will reduce your fears
And help you to communicate with others on careers.
This brochure and attachments provide many facts
On most, if not all, of EPA's career paths.
And if by chance you still are wishing
Because it appears that information is missing;
Contact your Human Resources Office or supervisor,
So when it comes to career paths you will be wiser.
o
p>
3
-o
p>
U)
May 1992
Mapping Career Paths at EPA - Step Two: finding Your Career Direction
-------
Contents
Purpose
Who Works in EPA?
Where Am I on a Career Ladder?
When Should I Think about Changing
Career Paths?
How Do I Change Career Paths?
Where Do I Go from Here?
6
10
13
Mapping Carter Paths at EPA - Step Two: Finding Your Career Direction
May 1992
-------
Who Works in EPA?
Purpose
To accomplish our mission of protecting the
environment, EPA must rety on the most valuable
resource within the organization -- you, our em-
ployees. You chose a career at EPA for many
reasons, one of which is achievement of personal
career goals. In addition to fulfilling individual
needs, your goals must complement the needs of
the organization. The purpose of this brochure is
to provide general career information for all em-
ployees to consider while mapping their career
paths at EPA.
EPA employs about 19,000 people nationwide,
with about 7,500 people working in the Washington,
D.C. area. Approximately 8,000 people are posted in
the ten Regional offices. About 1,400 work in the
research and development laboratories, and nearly
1,550 are employed in over ten field offices.
EPA employees fill approximately 150 types
of positions which range from "a to z" (ac-
counting to zoology). For the purpose of
career planning, the positions are divided into
four major categories. The graph below shows
how many positions are in each of these four
categories.
Science and Engineering
6,819 (40%)
Admin &
Management
Specialists
5,564 (33%)
Other Professionals
1,632 (10%)
Admin
Support
&Tech
2,995
(18%)
May 1992
Mapping Career Paths at EPA - Step Two: Finding Your Career Direction
-------
Science and Engineering Category
Includes positions such as Environmental Engineer, Environmental Scien-
tist and Chemist
EPA has 6,819 scientific and engineering professionals. These are the
specialties with the most employees:
Administrative, Management, and Specialist Category
Includes positions such as Environmental Protection Specialist Manage-
ment Analyst Program Analyst and Computer Specialist. These are the
occupations with the most employees:
Occupation
Environmental
Engineer
Environmental
Scientist
Chemist
General Biologist
Number of Positions
683
2,228
1,808
1.320
1,000
2.000
Occupation
Environmental
Protection Specialist
Management or
Policy
Computer Specialist
Budget or Finance
Personnel
c
Number of Positions
384|
282J
"J230
~l
1,000
2,139 |
1,990
"~"i
2,000
Mapping Career Paths at EPA Step Two: Finding Your Career Direction
May 1992
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Other Professional Category
Includes positions such as Attorney and Auditor.
These are the largest other professional occupations at
EPA:
Occupation
Attorney
Accountant or
Auditor
Contracting
C
Number of Positions
398 |
Sh
)
500
942 |
1.000
Administrative Support and Technician Category
Includes positions such as Secretary, Clerk-Typist, and
Environmental Protection Assistant. Major types of such
positions are listed below by the number of positions.
Types of Positions
Secretary
Admin/Mgmt
Assistant
Basic Support
Environmental
Protection Asst
Finance/Property
Assistant
Science/Engineering
Assistant
0
Number of Positions
1,551
496 |
>
>
"ho*
1 185
1
1,000 2,000
People ore the major
resource of the EPA.
They accomplish the
Agency's minion.
May 1992
Mapping Career Paths at EPA - Step Two: Finding Your Career Direction
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Definitions
Position
A specific job consisting of all
the current major duties and
responsibilities assigned or
delegated by management.
Position with
Promotion Potential
Positions at grade levels be-
low the full-performance
level from which career pro-
motions may be made be-
cause adequate competition
was held at an earlier stage.
Among other things, these
include career ladder posi-
tions.
Where Am I on a Career
Ladder?
A position may be filled at any level on a career ladder,
depending on the qualifications of the employee and the
needs of the organization. Entry-level positions fre-
quently have promotion potential to a higher grade. For
example, an employee entering at the GS-5 level may be
placed in a position that has promotion potential to the
GS-1 I level. This means the employee has the potential
to advance to the full performance level of GS-1 I. The
full-performance level of a position is noted on the cover
sheet of the position description.
The employee may decide to remain in the position
until reaching the full-performance level, and may con-
tinue in the position after reaching that level. On the
other hand, the employee may decide to change career
paths before reaching the full-performance level. Some
employees enter EPA at the full performance level of
their positions, based on their education and work
experience.
You can achieve the full performance level for your
position provided two things occur. First, the duties and
responsibilities projected for the higher grade levels
must actually develop (sometimes they do not, because
of unforeseen changes in the organization's mission,
program or work needs, or reorganization of the work).
Second, you must develop and demonstrate your knowl-
edge, skills, and abilities to perform the higher-level
duties and responsibilities. In order to be promoted to
a higher-graded position, an employee at the full-perfor-
mance level must compete through merit promotion
procedures.
The time it takes you to move along a particular ladder or path
depends on both your personal development and the needs of the
organization. While learning your job and getting training and
experience, you need to consider what other things to do for your
personal career development Career management focuses on
how you manage your career using your personal knowledge and
the tools provided by the Agency for helping you make career
decisions.
Based on your work experience and educational background
you can enter EPA at one of five basic career levels:
Qj Entry Qj Journey Qj Expert
_l Supervisor Q Senior Executive Service
The initial decisions you make related to your career path will
usually depend on the particular career level at which you enter
the Agency.
The descriptions of career ladder levels which follow are
typical of most offices in the Agency, whether at Headquarters,
Regions, labs, or other field offices.
Mapping Career Paths at EPA - Step Two: Finding Your Career Direction
May 1992
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Entry or Developmental Level
When you accept a job at the entry level, your grade will vary,
depending on the type of job and your educational background
and experience. If you have a high school diploma and no
experience, you normally enter the Agency at the GS-2 level
(usually in the administrative support and technician category). If
you have a college degree and no experience, you typically enter
at the GS-4 level for the administrative support and technician
category, or the GS-5/7 level for the other occupational catego-
ries. If you have an advanced degree and little or no experience,
you usually enter the Agency at the GS-9/1 I levels. At the entry
and developmental levels on your career ladder, you establish
yourself within the organization. You learn about the job and the
organization, receive training for specific skill development, and
learn how to deal with the complex activities and procedures
found in the work environment. You receive assignments and
guidance intended to prepare you to advance to higher levels.
Journey (Full-Performance) Level
If your position is at the journey (full-performance) level, you
are fully familiar with the job, the program, and the organization.
You have acquired the skills necessary to carry out the respon-
sibilities of the position; however, you may continue to receive
training to maintain technical skills. In EPA, the majority of staff
positions are at the journey level. Often, you make many career
decisions at this level, with respect to trying to advance, change
your line of work, or remain at your current level and in your
existing career while maintaining your skills.
In administrative and professional occupations, the grade of
your position while you are at the full-performance level is
determined by certain criteria. Grades for the journey level vary,
depending on the level of skills and abilities needed for the
position; GS-12 is frequently the full-performance level for
administrative and professional positions.
Expert or Senior Level
Nonsupervisory jobs above the journey level are often
referred to as "expert" or senior positions. Experts possess
the broad and in-depth expertise to perform as senior
advisors in a specialty or program area.
Positions are classified based on the levels of difficulty
and responsibility measured by position classification stan-
dards. EPA has developed supplemental classification guide-
lines for these types of positions. The chart on the following
page provides a general overview of the types of responsibili-
ties and assignments typically found in GS/GM-13, Hand IS
level positions. These levels are described, as they are
frequently the "target" positions on career ladders.
More Definitions
Career ladder
Series of developmental positions of
increasing difficulty in the same line
of work, through which an employee
may progress to a higher level based
on his or her personal development
and performance in that job series.
Career Path
Series of positions through which an
employee may progress to achieve
personal career goals.
Full-performance level
The grade level designated by man-
agement and established by the ap-
plication of the appropriate classifi-
cation scandard(s). which depicts the
highest level of duties and responsi-
bilities normally performed in a par-
ticular position.
Career development
Systematic development designed to
increase an employee's potential for
advancement and career change. It
may include classroom training, read-
ing, work experience, etc.
May 1992
Mapping Career Paths at EPA Step Two: Finding Your Career Direction
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More Definitions
Career management
An approach an employee uses to
become proficient in developing his
or her career. By developing your
strategy for managing your career,
you can become aware of1 develop-
mental opportunities and take ad-
vantage of them when they occur.
In this brochure the generic term
"manager" is used when referring to
supervisors, mid-level managers and
executives as a group.
"Dual Path Concept'*
Dual, or two career paths, has been
the common terminology used for
distinguishing between staff and
managerial career paths. Within the
overall staff and managerial career
paths, however, are many career
paths. Be sure to carefully analyze
options and opportunities as you
map your career.
Grade
GSI
GM-13
GS/
GM-14
GS/
GM-15
Nature of Assignments
Program management assignments of a complex
and difficult nature
Multi-state, multi-regional scope
Limited precedents
Controversial problems
Regional expert in a discrete area
Significant impact on the Region's ability to meet
priority commitments expedrtiously
Full and independent program management
responsibility
High-visibility program
Outstanding level of technical competence
Recognized by peers as an expert in field on a
national basis
Significant impact of work on EPA's ability to
meet priority commitments expeditiously
Rare level of expertise/full program management
responsibility for an area of the greatest drfficu fty,
importance, and magnitude
Receives only administrative supervision
Reports directly to a top management official,
such as RA or AA
Examples
Evaluates effectiveness of specific environmental programs of
Regions/states; recommends program changes with significant
authority
Studies a major problem area and develops significant improve-
ments in guidelines, policies, procedures, and techniques
Carries out negotiations with top-ranking operating officials of
EPA Headquarters and the Regions to resolve different view-
points and gain cooperation in die final solution developed
As Regional Expert, represents the Region in dealings with other
Regions, Federal and non-Federal agencies, and private industry.
Provides expert advice to employees of the regions, field, and
Headquarters on extremely sensitive environmental problems
Represents EPA in dealings with the regions, laboratories, other
Federal and non-Federal agencies, and private industry
Regularly serves on national committees as an authority in the field
Represents EPA in court cases and legal proceedings as a recog-
nized authority and national expert
Conceives, initiates, and monitors policies and projects dealing
with the most challenging problems
Advises key government officials and national experts on
precedential issues in the area of expertise
Serves on agency, interagency, technical societies of national and
international importance as the recognized authority
Mapping Career Paths at EPA - Step Two: Finding Your Career Direction
Mayl992
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Office of Research and Development (ORD) Career
Ladders
The Office of Research and Development (ORD) has estab-
lished criteria for senior positions in research and development
work. ORD uses peer review panels to assess the qualifications
for research, development, and expert positions at the GS-14 and
GS-15 levels. The grade level descriptions below are provided as
an example of a career ladder within the Agency.
Typically, researchers at the GS-13 level;
- are recognized as experts in their specialty or field
*» conduct research of a complex nature
conduct and coordinate field studies
Researchers at the GS-14 level:
participate/chair inter-laboratory conferences
- work in high-visibility research programs
- serve as technical consultants within and outside EPA
At the GS-15 level, researchers:
- represent EPA In international conferences
* investigate most challenging problems in the specialty
- formulate and guide critical research attacks
*» are primary authors on major publications
SES Level
A small percentage of employees apply for and accept positions
at the Senior Executive Service (SES) level. For these positions,
you need an extensive array of skills and broad knowledge and
experience to address complex administrative and environmental
problems.
Supervisory or Management Level
When you accept a job as a supervisor, you have
acquired the potential to successfully exercise managerial
skills, or have already developed these skills through super-
visory and management experience and training. Again,
grades for this level vary and may extend above GS-15 for
special administrative and scientific senior level positions.
The grade levels of supervisory and managerial positions
depend on the levels of responsibility, the expertise and
skills required, and the needs of the organization.
When Should I Think about
Changing Career Paths?
The time to think about changing careers varies for each
individual within each organizational setting. There are
certain general factors, however, which you should con-
sider. These factors relate to your personal plans, the
outlook for Federal careers, and existing Office of Person-
nel Management (OPM) and EPA developmental programs
and training courses.
Examine your work experience and educational back-
ground. Ask yourself questions such as:
"Am I satisfied with my present job?"
"Who in Human Resources can tell me what education,
experience, and training I need to change career paths?"
(See more questions in side panels.)
Tips
Positions above the GS-15 level
are extremely few in number.
To apply for SES positions, you
must already be in the Senior Ex-
ecutive Service, apply for or be in
the SES candidate development
program within EPA, or apply for
an SES position as a grade Nor IS.
More Questions
"Do I want to go back to school
and get a college degree, advanced
degree, or earn enough school
credits to qualify for Jobs in differ-
ent paths?"
"Will I be able to handle all my
finances?"
"What happens if I get married or
divorced?"
May 1992
Mapping Career Paths at EPA - Step Two: Finding Your Career Direction
-------
More Questions
"What happens if my personal re-
sponsibilities increase (e.g., raising
children or caring for older rela-
tives)?"
"How long do I want to work at
EPA?"
"How would a career change affect
my personal life, especially my mar-
riage, children, or elder care.ar-
rangements?"
"Do t want to become a manager
or remain staff?"
"Do I have the initiative and energy
needed to make a career change?"
"What is my financial situation?"
"How will a career change affect
my daily schedule?'*
"Will starting over again in a new
career set me back
financially and hurt my career de-
velopment?
"What are my chances of being
selected for a position that would
change my career path at EPA?"
Consider changes related to Federal employment made by
the Federal government and EPA. Ask your Human Resources
Specialist about legislative changes related to merit promotion,
pay reform initiatives, and other actions that may have a direct
impact upon your career. For example, special salary rates for
shortage job categories can affect your income, depending on
your location and job classification. Be aware of the types of
positions EPA needs and of the available career development
programs.
Many employees prefer to stay in a position until reaching
their full-performance level. There are benefits, however, to
starting to plan your career development early. Both OPM and
EPA offer various developmental programs and training courses
which will improve your skills and competencies. Discuss with
your supervisor the possibility of participating in one of the many
programs and courses available for your particular career level.
How Do I Change Career
Paths?
When you decide it is time for you to change your career
path, consider what career path you want to take and how you
can change it. There are many options to consider, but use the
following four steps to determine your course of action ~
Listen
Talk
Look
Stop
Stop occasionally duringyour career to evaluate your current
position and plan your future This could be changing to a different
career path within your organization (that is, a different type of
position), or to a different organization within EPA (such as to a
career path in a different headquarters office; moving to a lab,
region, or field office; or relocating from the field to headquar-
ters). Consider changing from the staff to managerial path or vice
versa. Also, consider rotational assignments, applying for upward
mobility and developmental programs, participating on Agency
committees and task forces, and actively participating in profes-
sional organizations. Remember, you probably cannot make these
changes unilaterally. You may need to compete for other positions
through the merit promotion process or get more education and
experience. Find out your options and understand the processes
available for you to make these changes.
Look for information available on career development at EPA.
This includes information on training courses (including career
management workshops), job vacancy announcements, and ca-
reer development programs. Check bulletin board announce-
ments for special seminars that can assist you in planning your
career. Finally, contact people ("mentors") who have career
interests similar to your own and have made career moves within
the Agency. A mentor is a person selected as one's coach, guide,
or advisor for career and professional development Your
mentor, for example, can advise you on how to prepare to change
career paths.
Talk to your supervisor and Human Resources Specialist as
well as your mentor and others in the organization about career
development opportunities. Be prepared to discuss with them
your professional and personal goals (usually three and five-year
goals), and the types of career paths that interest you. These
interactions may lead to an opportunity for a rotational assign-
ment or the discovery of present or future job vacancies. Several
options for rotational assignments include working on a special
project in a different office or temporarily assuming a supervisory
position. Finally, people you are comfortable talking with might be
able to recommend you for participation in a developmental
program.
I 0
Mapping Career Paths at EPA - Step Two: Finding Your Career Direction
May 1992
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Listen carefully to the advice you get, sort out what will be useful
for you, and begin charting your future career path direction. Begin
mapping several path directions to see how flexible your choices are
for a career path change. Experiences of other employees in
changing their career paths can be extremely helpful. Listen for their
advice and keys to success. Learn how you can perform your best
in whatever path you choose.
Here are some additional points to consider:
At EPA, you do not need to be "stuck" in any <-. -e career path.
Opportunities are available for change. For example, if you are in
the managerial career path you can change your career path by
applying for jobs in a staff position.
Rotational or temporary assignments (assignments in a different
office or location lasting usually not longer than 120 days) are one
way in which you can "try" a new position and gain experience. These
should have positive impacts on your career development.
Changes in career paths from science and engineering to other
career positions (such as those in administration and management)
are relatively common without additional education. For example,
an Environmental Scientist or Economist can usually compete for
Environmental Protection Specialist or Program Analyst jobs.
Changing career paths from career positions without education
requirements to those positions with education requirements
requires some time and effort. This move usually requires starting
at the entry level of the career position and will likely require
additional education and training. For example, a Secretary may
compete for jobs as a Budget Analyst or an Environmental Protec-
tion Specialist at the entry level if he or she has acquired the
additional experience or education above the high school level.
Before you start to think about other available career paths, the
following are examples of career paths based on actual situations and
the various options available for EPA employees. These examples
reflect some of the various career changes you may make as an EPA
employee.
Example 1:
An
and
Engineer in the Science
Engineering Category
Entry Level
journey Level
Expert Level
Albert started as a GS-1 I Environmental
Engineer in the New York Regional
Office of Water programs. He advanced
toGS-12.
After seven years, Albert changed his
career path and became a GS-13 Envi-
ronmental Engineer in the Headquar-
ters Office of Water.
Three years later, he was selected as an
Environmental Engineer in the Office of
Air and Radiation.
Following five years in that position,
Albert joined the Office of Solid Waste
as an Environmental Engineer.
After four years, Al changed became a
GS-I4 Environmental Scientist in the
Office of Research and Development
..Major decisions
Change from Region to Headquar-
ters
Staying in staff path rather than mana-
gerial path
Changing position from Engineer to
Environmental Scientist
May 1992
Mapping Career Paths at EPA - Step Two: Finding Your Career Direction
II
-------
..Major Decisions
Staying at Headquarters
Changing to a lower grade
Changing from Administrative
Assistant to Financial Assis-
tant
Changing to Budget Analyst
Example 2 A Technician in the Administrative Support
and Technician Category
Entry Level
Journey Level
Ann held a highly responsible administrative support
position, GS-8 Administrative Assistant. This position
had no further advancement potential.
She accepted a new position as a GS-8 Financial
Assistant, also with no advancement potential. How-
ever, it provided her new experience in the budget and
financial support areas.
Ann was selected for a GS-7 Budget Analyst position
under merit promotion procedures. She decided to
accept a lower-graded position initially to enter a new
specialist occupation with a higher career ladder. She
ultimately advanced to GS-12.
..Major
Decisions
Staying at Headquarters
Changing career path from Sec-
retary to Environmental Pro-
tection Assistant
Changing to Environmental
Protection Specialist
Example 3 A Secretary in the Administrative
Support and Technician Category
Entry Level Carol started her career at EPA as a GS-S Secretary.
She accepted a position as a GS-5 Environmental
Protection Assistant to gain knowledges and skills to
help her advance in EPA. She advanced to GS-6 and
GS-7.
Journey Level
Carol was then selected through merit promotion for
a position with higher potential, as a GS-7 Environ-
mental Protection Specialist. She advanced to a GS-9.
I 2
Mapping Career Paths at EPA - Step Two: Finding Your Career Direction
May 1992
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Where Do I Go from Here?
After reading this brochure, create your personal
career map. In addition to this brochure, information and
materials on developing your career goals are available in
your local public or university libraries. The EPA libraries
have several references on career development. As
mentioned before, discuss your plans with your supervisor,
a mentor, or someone in the Human Resources Office. A
Personnel Management Specialist or an Employee Devel-
opment Specialist in the Human Resources Office can
provide you with the following:
Q individual career counseling and referral to other
counseling services
Q detailed descriptions of specific jobs and their qualifica-
tion requirements
Q information on the training and development programs
best suited to your needs
With this information, decide if you will need additional
training, experience, and educational courses. Remember,
you are the one who will make your final career decisions.
Use this brochure, available career management work-
shops, and the other information available on careers in
EPA to help you map a career path of your choice.
Human Resources Offices
Headquarters
Region I
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Region 8
Region 9
Region 10
Ann Arbor
Cincinnati
Las Vegas
National Enforcement
Investigation Center
(NEIC)
Research Triangle
Park (RTF)
(202)260-3266
(617)565-3713
(212)264-0016
(215)597-3714
(404)347-3486
(312)353-2026
(214)655-6560
(913)551-7041
(303)293-1487
(415)744-1541
(206)442-2957
(313)374-8308
(513)684-7801
(702)545-2407
(303)236-5100
(919)541-3071
Various publications are available
in the Human Resources Office
which explain EPA's and OPM's
developmental programs. Also,
course descriptions are available
for courses given by the EPA Insti-
tute, courses and publications may
vary among the different EPA lo-
cations.
References include;
"Career Ladders for ORD Field
Scientific and Engineering Posi-
tions," ORD, 1985"
"ORD Workforce '89," ORD,
1990
"Career Management System for
Secretarial, Administrative and
Technical Positions," OARM, 1991
"Training Catalogue," EPA Insti-
tute, 1988
May 1992
Mapping Career Paths at EPA - Step Two: Finding four Career Direction
13
0 U.S. GOVERNMENT PRINTING OFFICE: 1992-626-631
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