United States Administration and March 1992
Environmental Protection Resources Management
Agency (PM-212)
&EPA Human Resources
Success Stories at EPA
Printed on Recycled Paper
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Human Resources
Success Stories
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Table of Contents
INTRO 1J U \* I l\J W .........................M...........M.........1.
HIKING i Hiii isii/iS i .............^.....«««»»«««««»»»««««.»»~3
OUR MISSION AND OUR PEOPLE .3
THE SEARCH NEVER ENDS . .......... 7
Preserving Our Future Today : 7
Bill Reilly the Recruiter 7
Expanded Student Employment Programs 7
Pay Reform Flexibilities 8
Workforce Diversity 8
CAPITALIZING ON DIVERSITY ........................... ..................11
THE EPA CULTURAL DIVERSITY TASK FORCE..M..«M...«... .......11
DIVERSITY TRAINING ^~~~~~~~»....«.«~~~~ ........... ........11
Diversity Orientation Workshop . 11
Diversity Awareness Seminars 12
Market Analysis of Diversity Training Resources 12
Diversity Training Concept Paper 12
Diversity Training Strategy .' 12
Diversity and Instructor Training 12
BEST PRACTICES SURVEY. ... ....... 13
EPA DEMOGRAPHIC AND EMPLOYMENT DATA..........«...............................13
DIVERSITY FOCUS GROUPS .......................t........M>............i......»...<....>.....*..."..***-^9
STRATEGIES AND ACTION PLANS.... .^.»~«..«. 16
0 Comprehensive Organizational Assessment Report 16
0 Implementation Strategy and Action Plans 16
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INVESTING IN PEOPLE 17
CAREER DEVELOPMENT OPPORTUNITIES 17
Certified Professional Secretaries (CPS) Program 17
Secretarial Mentoring Program 18
Greater Leadership Opportunities (GLO) Program 18
Career Planning Consultation 18
Women's Executive Leadership (WEL) Program 18
The EPA Institute .....19
Comprehensive Management Development Program 19
INCENTIVES AND SUPPORT SYSTEMS 20
0 Performance and Recognition Systems 20
0 Employee Benefits and Quality of Worklife 21
0 The EPA Leave Bank 21
Counseling Services 21
o
FOCUSING ON QUALITY 25
AGENCY-WIDE TQM EFFORTS 25
0 High-Level Support 25
0 Tailored Courses 25
0 TQM Facilitators 26
0 Quality Coordinators .26
TQM AT WORK '. 26
0 Saving Money 26
0 Saving Paper and Money and Time 26
0 Paperless Permits 26
INTEGRATING TQM INTO HUMAN RESOURCES SERVICES 2S
Eliminating Unnecessary Steps .28
Streamlining Procedures .28
Establishing Human Resources (HR) Process Measurements 28
Improving Customer Satisfaction 29
We're in This Thing for the Long Haul 29
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INTRODUCTION
This report discusses human resources accomplishments in terms
of the four themes in EPA's
Strategic Plan for Human Resources Management
Recently, EPA has made significant progress in implementing several comprehensive
human resources management strategies. This report highlights some major successes
and accomplishments, using as a framework the four themes in the EPA Strategic Plan
for Human Resources Management:
Hire the Best;
Capitalize on Diversity;
Invest in People; and
Focus on Quality.
The report is intended to show the breadth and depth of EPA's commitment to developing
contemporary and competitive human resources programs that support the Agency's mis-
sion and goals.
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HIRING THE BEST
A major objective for EPA is to continue to attract and retain
well-qualified people committed to fulfilling the Agency's mission
of protecting human health and the environment
OUR MISSION AND OUR PEOPLE
EPA's mission requires a well-qualified and highly motivated workforce, and one of the
main goals of our human resources strategy is to make EPA an employer of choice for en-
vironmental professionals. We know from a recent survey of employees hired in the past two
years that 96% of them joined EPA for a "chance to accomplish something worthwhile." In
the 1983 and 1985 surveys conducted by the National Academy of Public Administration
(NAPA), over 91% of EPA employees said the "chance to do something worthwhile" was a
"Very important reason* why they joined EPA, Our people want to make a difference and
come to EPA to do so.
The six graphs on the following pages show the major occupations at EPA, recent hiring
trends, and the academic backgrounds of our employees. These graphs show that a
preponderance of our professional employees are in the science and engineering fields, and
that EPA's people are highly educated!, much more so than the average government
employee.
When you combine their high degree of motivation with ibeir professional credentials, EPA
employees are obviously an outstanding group, and to accomplish our important mission of
protecting human health and the environment, a mission that affects every citizen every day,
we need them all - and more like them. That is why "Hiring the Best" is of paramount im-
portance at EPA.
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Graph * 1 compares major occupational categories for the yean 1986 and 1991. Scientists and
engineers together make up over 1/3 of our workforce.
Graph *2 shows that there has been growth in most EPA occupations for the five-year period from
1986 through 1991.
Graph #1 THE KINDS OF WORK EPA EMPLOYEES DO
Eagia
«r. J E.P.S.* I
Attorney. J Clerical \JA11 Other
15*
14%
22*
12*
22*
27*
22*
16*
30*
END OF FY1968
END OF FY1991
* Environmental Protection Specialist
Graph #2
6,000
Growth in Occupations (EPA-Wide)
Scientists Engineers E.P.S. Attorneys Clerical All Other
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Graph #3 shows the five-year hiring pattern for permanent employees. While FY-90 was a peak
year with almost 2300 new permanent hires, the 1809 permanent hires in FY-91 were considerably
above the 5-year average of about 1680.
Graph £4 shows the occupational mix for the FY-91 permanent hires. Scientists, engineers and
environmental protection specialists account for about half of the EPA workforce.
Graph #3
PERMANENT HIRES FOR THE LAST 5 YEARS
3,000
2.500
I
2,000
i
| 1,500
i
1.000
500
I
FY87
FY88 FY89
FISCAL YEAR
FY90
FY91
Graph #4
Hires in FY'91 by Occupation
(100) 5.5%
(210) 11.6%
(400) 22.1%
(241) 13.3%
Permanent Employee*
(1809)
(299)16.5%
(559)30.9%
Engineer
Attorney
EPS
Clerical
All Other
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Graph #5 shows that we have a very highly educated workforce. The percentage of EPA employees
with college degrees is almost twice as high as for the Federal government as a whole, and 35% have
an advanced college degree.
Graph #6 shows the academic disciplines of our college graduates, with over 60% being in science
and engineering.
Graph
EPA HAS A HIGHLY EDUCATED WORKFORCE
88% of EPA's employees have a college degree,
compared to only 35% Government-wide.
JD/LLB
(57%)
Masters
(22.9%)
Bachelors
(33.5%)
Ph.D (6.3%)
not H.S. Qrad
(2.2%)
Some College (17.5%)
Graph #6
ACADEMIC DISCIPLINES FOR EPA'S COLLEGE GRADUATES
ENGINEERING
(24%)
BUSINESS/
SOCIAL SCIENCE/
PUB. AFFAIRS
(24%)
SCIENCE
(37%)
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THE SEARCH NEVER ENDS
As environmental problems become more complex and widespread, EPA's need for scien-
tisits, engineers and other environmental professionals will increase. At the same time, ac-
cording to projections in Workforce 2000, the number of new entrants into the fields of
science and engineering is declining. Therefore, there will be even keener competition for
an already scarce human resource. EPA has taken significant steps to make our Agency the
employer of choice for environmental professionals. Innovative changes to our recruitment
strategy include: a new market-based approach, personal involvement of the Administrator,
expanded student employment programs, and implementation of new pay flexibilities.
Preserving Our Future Today. A new Agency-wide Recruitment Council, composed of
senior managers, has developed an aggressive recruitment strategy with the theme "Preserv-
ing Our Future Today." The strategy includes a comprehensive college relations program
with senior managers serving as campus executives. A new and exciting recruitment display
and revamped informational/promotional materials are also being developed for Agency-
wide use.
Bill Reilly personally led recruitment efforts at Stanford
University and Morgan State University.
Bill Reillv the Recruiter. The EPA Administrator, William K. Reilly, personally led two
specialized recruitment campaigns the Stanford University recruiting trip, and the signing
of a special cooperative agreement with Morgan State University.
Mr. Reilly visited the Stanford University School of Business to interview candidates
for employment at EPA. He offered jobs to all four candidates he interviewed; two
accepted and are now working at EPA. This is particularly significant, as only 5% of
Stanford graduates choose public service careers.
He also led the effort to implement the Academic Relations Program by initiating a
comprehensive academic and recruitment Memorandum of Understanding (MOU)
with Morgan State University. The MOU covers such efforts as faculty exchange,
research and development, a seminar series, student employment programs and
curriculum development.
Expanded Student Employment Programs. EPA has emphasized and expanded all types of
student employment programs, including Cooperative Education, Federal Junior Fellow,
Summer Employment, Stay-in-School, EPA Management Intern and Presidential Manage-
ment Intern.
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Pay Reform Flexibilities. OHRM led the way in helping EPA capitalize on flexibilities con-
tained in recent pay reform legislation. Recruitment, retention and relocation bonuses
received special attention and already these have benefited our recruitment efforts.
Workforce Diversity. In addition to scarcity and a projected skills gap related to highly
skilled positions, managing workforce diversity is also a major strategic concern. Our new
recruitment strategy is aimed at positioning EPA to meet these challenges. The following
graphs show changes in the representation of minorities and women in EPA's workforce in
recent years.
Graph #7 shows the representation of ethnic minorities and women in the current EPA workforce.
Minority men are underrepresented; we are working to correct that imbalance.
Graph #7
MINORITIES AND WOMEN IN EPA
NON-MINORITY WOMEN
30.63%
MINORITY WOMEN
16.88%
MINORITY MEN
7.67%
NON-MINORITY MEN
42.71%
8
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Graph #8 compares the percentage of women and minorities in EPA's total workforce to the the
percentages for this year. We are making progress toward achieving balance in our workforce.
Graph #8
Minorities and Women in EPA
Total Workforce vs Hired in FY-1991
50
40
I
h- 30
"5
£
8 20
10
Total Workforce
Hired in FY-1991
Min.Men
Min. Women Non-Min. Women Non-Min. Men
As EPA's workforce becomes more diverse, capitalizing on that diversity will become an in-
creasingly critical factor in developing and implementing successful human resources
strategies. The next section of this report describes how EPA is addressing this important
issue.
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CAPITALIZING ON DIVERSITY
Diversity is concerned with valuing and fully utilizing the talents
and skills of an increasingly diverse workforce.
Its focus is on using individual differences to build effective teams
to increase organizational capacity and effectiveness.
Diversity is concerned with valuing and fully utilizing the talents and skills of an increasingly
diverse workforce. Its focus is on using individual differences to build effective teams to in-
crease organizational capacity and effectiveness. Individual differences may be related to
race, ethnicity, gender, sexual orientation, age, physical capabilities, nationality, professional
discipline, cultural heritage and other attributes. The effective utilization of these diverse
attributes stimulates and reinforces creative thinking, problem solving and innovation.
THE EPA CULTURAL DIVERSITY TASK FORCE
EPA is taking a strategic and systematic approach to dealing with diversity in the workplace.
In May 1990 Deputy Administrator Habicht established a Cultural Diversity Task Force
composed of EPA employees of all ranks and diverse backgrounds. He directed it to con-
duct an assessment of diversity issues and to develop recommendations and strategies to
position EPA to meet Workforce 2000 Challenges. The Task Force has done extensive
work in four specific areas: diversity training, a benchmarking survey of best practices, col-
lection of demographic and employment data, and diversity focus groups.
DIVERSITY TRAINING
Diversity Orientation Workshop. Members of the Task Force decided that before embark-
ing on the complex task of developing a cultural diversity strategy for the Agency, they
themselves needed training. So, on June 12/13, 1991, they participated in a workshop
designed to increase their understanding of diversity and help them plan their communica-
11
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tions outreach to the rest of EPA. The training was largely experiential. The Tale of O," a
video about what it is like to be a minority (an "O" in a world of "X's"), served as a
springboard for discussion, and there were other activities which simulated the interaction
of cultures. Styles of perception, communication, and decision making were studied, as
were differences in behavior patterns among cultures, and the tendency to stereotype those
different from us.
Diversity Awareness Seminars. In late October, two diversity awareness seminars, which
were open to all, were attended by about 150 headquarters employees. The philosophical
aspects of cultural differences were explored; for example, the highest values of various eth-
nic groups were discussed. Recognition and understanding of the effects of these values is
crucial to cross-cultural communications. The seminars were highly acclaimed by the atten-
dees.
Market Analysis of Diversity Training Resources. An extensive market analysis of diversity
training resources was conducted, which formed the basis for a diversity training resource
catalog recently issued by the Task Force. The broad view of diversity cannot be addressed
with a "one-size-fits-all" training solution; therefore, the catalog features a variety of sources
and approaches.
Diversity Training Concept Paper. The Task Force wrote a diversity training concept
paper, which discusses the basic considerations for an effective diversity training program:
the meaning of diversity, who should be trained, the content of the training, and how it
should be done. The paper also links diversity to mission accomplishment, total quality
management and affirmative action.
The goal of diversity training is to create a work environment in
which differences among fellow workers are understood,
respected, valued and properly utilized.
- ;; ;; ; - -; - '*-, ,-:--, - , ^ *-
Diversity Training Strategy. Diversity training is emphasized as part of a process to reach
the desired goal of creating a work environment in which differences among fellow workers
are understood, respected, valued and properly utilized. The Task Force developed a
proposed diversity training strategy which addresses awareness, skills building, and or-
ganizational development necessary to effectively manage a diverse workforce.
Diversity and Instructor Training. The teaching of diversity issues has been incorporated
into the EPA Institute's Instructor Training Course. Instructors are required to have had
cultural diversity training. When the course is team taught, every effort is made to have in-
structors from different cultural orientations. Role playing is used to enhance under-
standing of different heritages and backgrounds. The training is designed so that
participants will learn about cultural diversity from each other.
12
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BEST PRACTICES SURVEY
Having obtained training for themselves and explored possible training strategies for the
rest of the Agency, the Task Force set about finding out what exemplary organizations are
doing in the way of promoting cultural diversity. Twelve exemplary organizations were sur-
veyed, including (from the private sector) computer, chemical, household goods, and
publishing companies, and (from the public sector) large government agencies, both military
and non-military. The survey resulted in a draft report with recommendations on innova-
tions that might have practical application at EPA. The surveyed organizations employ a
variety of strategies to implement diversity including: an aggressive recruitment strategy to
attract qualified minorities and women; a mentoring program to help employees grow by
developing a formal support network; performance management criteria to reward
managers for advancing diversity within their organizations; and comprehensive training
strategies to address diversity issues in the workplace.
EPA has already implemented some of these strategies, and others are earmarked for future
implementation. We are incorporating cultural diversity initiatives into a comprehensive
organizational effectiveness strategy by obtaining a high degree of involvement and commit-
ment from our senior managers, integrating cultural diversity with training and development
at all levels, and incorporating diversity factors into all Agency human resources policies
and practices.
EPA DEMOGRAPHIC AND EMPLOYMENT DATA
The Best Practices Survey provided the Task Force with benchmarks, with ideas about goals
EPA could strive toward. However, before starting a cultural diversity program, the Task
Force decided to collect baseline data to help describe EPA's demographic profile and
employment trends. (The information graphically displayed in the first section of this report
- "Hiring the Best" - is typical of the data that has been collected about EPA's workforce.)
The following information on EPA's managerial workforce illustrates the types of issues
which will be discussed and analyzed in the employment section of the final diversity assess-
ment report.
Minorities and women make up 57% of the EPA workforce, but
only 34% of the managerial workforce.
Graph #9 shows that minorities and women were about 34% of EPA's managerial workforce in
FY-91, up from 23 % in 1986. This is significant progress; however, even this increased
representation does not reflect the percentage of women and minorities in the workforce as a whole
(57%).
Graph #10 shows that minorites and women made significant gains at the intermediate grade levels.
However, there has been slow movement for minorities, especially men, into Grade 14 and 15
positions and into the SES; most of our progress has been at the GM-13/14 grade levels.
13
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Graph #9
Women and Minorities in Management Positions
Non-Management
81.3%
Non-Management
82.1%
FY'86
Minority M«n
Minority Women
Non-Minortty Wonwi
Non-Minority fctan
FY'91
Managment positions include all
EX, ES and GM employee
and supervisory CC (PHS Officers)
and GS »mpioy«««
Graph
#10
100
MINORITY/SEX DISTRIBUTION - BY GRADE LEVEL
FY1986 vs. FY1991
non-minority
men
non-minority
women
minority
women
minority
men
86 91
13-15
86 91
SES/SL
86 91
PHS
14
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DIVERSITY FOCUS GROUPS
The next step for the Cultural Diversity Task Force was to find out what issues are of con-
cern to our employeees. This is being accomplished in two related stages. First, twenty cul-
tural diversity focus groups were assembled, based on participants' ethnic heritage, sex, job
category, age, supervisory responsibilities, and length of time at EPA. The selection process
was carefully administered to assure the anonymity of participants. (This is standard proce-
dure to protect the participants and encourage free and candid sharing.)
The focus groups developed "qualitative" information. Within the context of a free-flowing,
safe group atmosphere, they identified numerous issues and concerns for further investiga-
tion. Here are a few:
Special recruitment programs are seen by employees as driven by job requirements,
not by an intent to increase cultural representation;
Support staff see limited developmental opportunities and a reluctance of managers
to lose valuable workers through promotion as barriers to their advancement;
All groups are aware of serious tension in the relationship between professional and
support staff;
A "glass ceiling" exists, making it difficult for minorities and women to advance
beyond the GS/GM-13 level;
Managers who are not part of the cultural mainstream often feel left out and isolated;
Overall, every group tends to see itself as the "out" group in hiring practices.
^ % < ". ^ v , .-.<. ^ ^ ' , ,
Every group sees itself as the "out" group in hiring practices.
Focus group results were used to develop the content of an employee survey questionnaire
which was administered to all Headauarters employees in February. The survey gathered
"quantitatitve" data on employees' opinions, perceptions, and attitudes about specific issues
originally identified in the focus groups. Eventually, recommendations will be developed
from the combined results of the focus groups (qualitative information) and survey (quan-
titative information), and the Cultural Diversity Task Force will develop and propose
specific strategies and action plans for capitalizing on EPA's workforce diversity.
15
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STRATEGIES AND ACTION PLANS
At the end of the Cultural Diversity Study, the Task Force will present several important
products to EPA Among these are:
A comprehensive Organizational Assessment Report that includes:
Factual and analytical descriptions of EPA's workforce and the impact of human
resources practices on different demographic groups.
Information on exemplary practices both inside and outside EPA which can be used
to achieve EPA's diversity goals and objectives.
Information on employees' opinions, perceptions and attitudes about EPA as an
employer and its effectiveness in identifying and addressing diversity issues and
concerns.
Recommendations on how to (a) maximize advantages of workforce diversity, (b)
attract, recruit and retain quality staff for EPA, and (c) assure continuous
improvement in the development and utilization of human resources.
An Implementation Strategy and Action Plans for:
Linking diversity with Strategic Planning and Total Quality Management.
Providing awareness, training and education on diversity.
Building skills and competencies for managing diversity.
Changing policies, systems and practices to promote and increase diversity
throughout all levels of the organization.
Promoting success, ownership and accountability for achieving EPA's diversity goals.
Monitoring and evaluating success in achieving diversity goals and objectives.
The Cultural Diversity Study is a major undertaking, involving a large number of people
from throughout EPA. We believe it will make a real and lasting difference in the way we
do business. The Task Force will issue its final report in the fall of 1992.
People are the most important resource of EPA. The Cultural Diversity Study (and what
follows from the study) is one way the Agency is investing in its people. In the next section
we'll look at some additional specific ways that we provide opportunities for our people to
grow professionally, and how we reward and support them.
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INVESTING IN PEOPLE
People do the work of EPA.
They are our most important resource, and
investing in them is one of the wisest things we can do.
People do the work of EPA. They are our most important resource, and investing in them is
one of the wisest things we can do. EPA's continuing efforts in this regard can be grouped
into two broad categories: Career Development Opportunities, and Incentives and
Employee Support Systems.
CAREER DEVELOPMENT OPPORTUNITIES
Certified Professional Secretaries (CPS^ Program. The Certified Professional Secretaries
Program has been improved to include long-term, career-oriented training opportunities for
Headquarters secretaries. The Program encourages professional status by recognizing the
mastery of an accepted body of knowledge, maintenance of professional standards, a quest
for growth and development, and pride in performance. The college level currriculum fol-
lows the certification requirements of the Professional Secretaries Association and the
Prince George's Community College Associate of Arts Degree requirements. Currently,
there are eighty participants in the CPS program.
The Certified Professional Secretaries Program includes a college
level curriculum to enhance long-term, career-oriented training
for Headquarters secretaries.
17
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Secretarial Mentoring program. EPA Headquarters has expanded the Secretarial Mentor-
ing Program (SMP) to 48 employees, the largest number ever. Through SMP an employee
is matched with a mentor who assists the employee to enhance his/her technical and people
skills, and who familiarizes the less experienced secretary with the Agency's structure, stand-
ard practices and operations.
Greater Leadership Opportunities (GLOI Program. GLO is a one-year developmental
program targeted for women and minorities at the GS-11/12/13 level. GLO provides
leadership training and developmental opportunities which prepare the participants to move
into positions of greater responsibility. The program has been enhanced to include more
guidance on group projects and more focused classroom training on leadership skills. This
year we held two graduations and recruited one new class. Since 1987 there have been 232
participants in the GLO program. Approximately 25% of GLO graduates have moved into
GM positions.
Graph # 11 shows that 25% of GLO graduates since 1987 have moved into GM positions.
Graph #11
Percent of GLO Graduates (1987-1991)
Who Have Moved Into GM Positions
25% have moved
into GM positions
Career Planning Consultation. Individual career planning consultation has been provided
for 104 graduate level students hi the Career Enhancement Program with George
Washington University and the University of Maryland. Both universities offer courses at
EPA (Waterside Mall) for credit toward Masters Degrees in Public Administration (MPA)
and Public Policy (MPP). A Career Enhancement Program with Johns Hopkins University
was added in FY 1991 with courses leading toward a Masters Degree in Public Health
(MPH).
Women's Executive Leadership rWELl Program. The WEL Program, operated by the Of-
fice of Personnel Management, provides supervisory/managerial training and development
18
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opportunities for high potential Federal employees at the, GS-11/12 level, preparing them
for future positions as supervisors and managers. Since 1987,49 EPA employees have par-
ticipated in the WEL Program. Of the thirty-four participants who are still at EPA, 12
(35.3%) have moved into GM positions. One member of the current class, which will
graduate in May 1992, has already been promoted to a management position.
Graph # 12 shows that since 1987,35% of EPA WEL graduates have moved into GM positions.
Graph #12
Percent of EPA WEL Graduates (1987-1990)
Who Have Moved Into GM Positions
35% have moved
into GM positions
The EPA Institute. Since the mid-1980s, EPA has seen a proliferation of training initiatives.
There are currently more than twenty major training programs, initiatives, or "institutes" en-
dorsed by EPA. Sometimes this is confusing. The City Model for Agency-wide training,
developed by the EPA Institute, will bring greater order to the process by reducing redun-
dancy, filling gaps and better utilizing training resources. The model is built on^ founda-
tion of generic work skills called the "Curriculum of the 90's" which supplements
program-specific training. The concept has been tested in several offices: The National
Enforcement Training Institute (Office of Enforcement), The U.S. Environmental Training
Institute (Office of International Activities), and the National Human Resources Council.
Assistant Regional Administrators have endorsed the City Model.
Comprehensive Management Development Program. Implementation of EPA's Com-
prehensive Management Development Program went into full swing in FY-1991. Initiatives
which are moving this program forward include:
Designation of "Management" as a distinct career field - one which requires specific
skills for success. Specific skill requirements have been included as criteria for the
selection, development, appraisal and recognition of effective managers,
Issuance of an Agency policy on management development outlining requirements
for training and completion of Individual Development Plans (IDPs),
19
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Modification of EPA's Merit Promotion Plan to include criteria for evaluation of
managerial candidates,
Expansion and updating of transition courses for new supervisors, managers and
executives, including the addition of modules on cultural diversity, TQM and
administrative systems,
Delivery of Managerial Assessment Workshops to 155 managers, and IDP
Workshops to approximately 1500 supervisors, managers and executives,
Publication of a bi-monthly "Management Update" addressing issues of concern to
EPA's management corps,
Support for several regional and program offices hi designing strategic management
development plans,
Encouraging the recruitment of minorities and women into our managerial corps,
Significantly expanding EPA's participation in external managerial training
programs, e.g., the Federal Executive Institute, Executive Seminar Centers and the
Executive Potential Program.
Overall, EPA desires to have a corps of managers with the knowledge, skills and abilities to:
Manage change,
Achieve quality,
Develop people,
Foster teamwork,
Encourage creativity, and
Capitalize on diversity.
Managers who are able to do these things will lead us into the twenty-first century, enabling
and empowering our employees to work ever more effectively.
INCENTIVES AND SUPPORT SYSTEMS
Performance and Recognition Systems. OHRM provided leadership to an Agencywide task
force to improve the Performance Management and Recognition System (PMRS), as well as
our systems of awards and rewards. These are the beginnings of major system realignment
efforts designed to support a culture of diversity and quality. A more expanded human
resources system alignment project has begun under the auspices of the Quality Improve-
ment Board.
In FY-91, 15,303 Awards were processed by all EPA Human Resources Offices (5,714 at
Headquarters); 900 honorary and recognition Awards were processed Agency-wide, includ-
ing 600 bronze, 92 gold, 76 silver, and 38 Public Health Service.
20
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Employee Benefits and Quality of Worklife. EPA has expanded its Employee Benefits
portfolio and Quality of Worklife Programs, such as Flexi-time, Flexi-place, Compressed
Work Week, Wellness Center, and Caregiving. These are part of a "Flexi-Management" ap-
proach to achieving "Employer of Choice" status. The EPA Leave Bank and Employee
Counseling Services are discussed in the following paragraphs.
The EPA Leave Bank. The Leave Bank is one of our newer programs and deserves special
mention. It has gained rapidly in popularity during its first two years of existence. Ap-
proximately 55,000 hours of leave (over 26 work years) were in the Bank as of January 1992,
with almost 1/3 of our employees being members. During the first two years of its operation
the Leave Bank distributed over 68,000 hours of leave to 222 qualified recipients.
Under a special program, EPA employees donated 4409 hours to Desert Storm reservists.
Forty-five EPA employees served in Desert Storm.
,-,,.,,<. , -' ° -;--/-,- % :\- ,%>, ,* , ^ - ;,;" --f-,v i
Over 4400 hours of leave were donated by employees to forty-five
reservists who served in Desert Storm.
Counseling Services. The EPA Headquarters counseling service has been modified to ac-
commodate the growing number and increasing complexity of employee counseling re-
quests. Modifications include the use of problem-specific support groups such as Single
Parenting, Drug/Alcohol Abuse, Meditation, and Stress Management. When an analysis of
customer data indicated that 40% of clients have stress-related problems, the Employee
Counseling and Assistance Program (ECAP) began offering addtional Stress Management
courses.
The number of counseling "incidents" has increased nearly six-fold since 1985, and the
utilization rate by employees at EPA is three times higher than the government-wide rate.
Obviously, EPA employees like what they are getting through ECAP.
EPA's portfolio of Employee Benefits and Quality of Worklife
Programs includes Flexi-time, Flexi-place, Compressed Work
Week, a Wellness Center, Caregiving, the EPA Leave Bank and
Employee Counseling Services.
21
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Graph #13 shows how ECAP has increasingly been available to our employees over the past seven
years.
TJ
'3
|
Graph #13
Counseling Incidents at EPA
by Fiscal Year
1,500
1,400
1,300
1,200
1,100
1,000
900
800
700
600
500
400
300
200
100
0
1,138
1:200
689
881
356
208
85
4,069
86
87
88
89
90
91
22
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Graph #14 compares the utilization rate (by employees) of EPA's ECAP compared to the
government-wide rate.
Graph #14
« 12
8
O)
'55
to
Q.
Ill 3
O
0- 0
Utilization Rate
Counseling Services
9.4
3.2
At EPA Other Agencies
As we invest wisely in our people, encouraging and assisting them to grow and develop, they
will become ever more competent and commited to EPA and its mission. A concomitant
rise in the quality of our work as an Agency is, we firmly believe, inevitable. Quite ap-
propriately, then, the final section of this report focuses on quality.
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FOCUSING ON QUALITY
EPA has joined the ranks of organizations pursuing
Total Quality Management (TQM) as a way of doing business.
In recent years in the United States, both private and public organizations have placed in-
creased emphasis on providing quality services, information and products to customers. Or-
ganizations which have adopted the TQM philosophy have measurably improved their
performance in customer satisfaction, product quality, and employee job satisfaction. EPA
has joined the ranks of organizations pursuing Total Quality Management (TQM) as the
way we do business.
AGENCY-WIDE TQM EFFORTS
High Level Support. Deputy Administrator Henry "Hank" Habicht n has personally led the
EPA Total Quality Management initiative. He established an Agency Quality Improvement
Board (QIB) composed of senior managers from throughout EPA and has been involved in
its action agenda in a very personal way. He has promoted TQM as part of the Agency
strategic planning process.
Tailored Courses. With direction from the QIB, EPA has developed two EPA-specific
TQM courses: The Executive Course on Quality and The Quality Course for EPA (for all
non-managerial employees). The development of these courses was a collaborative effort
involving a Quality Action Team (QAT) composed of the contractor , QIB members, pilot
course participants and the Quality AoVisory Group (QAG). Starting in May 1991 both
TQM courses were available to EPA offices. As of February 1992, nearly all (700) execu-
tives and about 2300 employees have taken these courses. Both courses have received high
marks from participants, an average of about 4 on a scale of 1 (low) to 5 (high).
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TQM Facilitators. A cadre of about 70 EPA facilitators delivers the two quality courses.
This is the largest group of trainers EPA has ever had for specific courses.
Quality Coordinators. Twenty-four Quality Coordinators (QCs) have been appointed - one
for each AAship, Region, major laboratory and certain other offices. The QCs are the resi-
dent experts on TQM, serving as advisors and consultants, and providing administrative sup-
port to their respective organizations.
TQM AT WORK
Saving Money. A QAT in the National Contract Payment Division (NCPD) in OARM
reduced late payments and interest payments to vendors and increased savings by obtaining
vendor discounts for prompt payment of invoices. NCPD was awarded the President's
Council on Management Improvement Quality Award for saving EPA program offices more
than $600,000 during the past two fiscal years. Their achievement sets a standard for other
Agencies to follow.
Saving Paper and Money and Time. In November 1990, Region V surveyed the types and
frequency of Resource Conservation and Recovery Act (RCRA) reports being sent to State
of Michigan to determine which were of real value to the State. The survey revealed that a
number of routine reports were of no value. Surveys of other states followed, with similar
results. Ultimately, a number of reports were curtailed and other reconfigured to be trans-
mitted electronically. Not only did this yield faster and more effective communication, but
it saved 100,000 sheets of paper and over $6000 per year.
Also in Region V, the Office of Superfund established a 'Tissue Issue Team" to find out if
correspondence carbons were useful. The team discovered that most tissue copies were
never looked at again; therefore all tissues will be eliminated. This will save over 90,000
pieces of paper per year, with corresponding staff time and dollar savings.
Paperless Permits. In Region VI, where 67% of 900 full-time employees have been trained
in TQM, a team from the RCRA program reviewed the manner in which documents were
processed for hazardous waste permits. Baseline data revealed that permits processing time
was two to three months. Through staff surveys and other data-gathering means, the most
influential factors in delaying the process were indentified. The team analyzed these factors
and developed a solution and implementation plan which is now known as the "paperless
permit." A model permit, containing standard language on several permit conditions, was
developed for the standard personal computer. The model permit has greatly improved the
quality and consistency of permit packages. Most importantly, the processing time for issu-
ing a hazardous waste permit dropped from an average of 78 days to 30 days.
Graph #15 shows that 67% of Region VI employees have received TQM training.
Graph #16 shows that the "paperless permit" in Region VI decreased processing time for hazardous
waste permits from 78 to 30 days.
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Graph #15
Percent of Region VI Employees
Who Have Received TQM Training
67% Have Received
TQM Training
Graph #16
100
80
' 60
40
20
Processing Time (Region VI)
for Hazardous Waste Permits
30
Before OAT After OAT
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INTEGRATING TQM INTO HUMAN RESOURCES SERVICES
Quality Action Teams (QATs) are at work throughout OHRM improving service to cus-
tomers. Here are just a few examples.
Eliminating Unnecessary Steps. A QAT reduced the number of steps required to process
the SF-182 training form from 22 to 11, and the in-house/no-cost training form from 10 steps
tol.
Graph #17 shows that a QAT reduced the steps to complete the SF-182 training form from 22 to 11.
Graph #18 shows that the QAT reduced steps for in-house/no-cost training from 10 to 1.
Graph #17
Steps to Complete SF-182
(Training Form)
25
20
15
|
10
22
11
Before QAT After QAT
Graph #18
Steps to Complete
In-House/No Cost
Training Form
15
&
Es
Z
10
Before QAT After QAT
Streamlining Procedures. A QAT streamlined the Merit Promotion Plan, providing maxi-
mum flexibility to Human Resources Officers (HROs) and managers. Under the revised
policy, HROs can be more creative in devising their own time-saving and streamlined proce-
dures to better accommodate local needs. In addition, the new policy provides greater
flexibility to managers, e.g., total discretion over the interview process and introducing a
new time-saving method to identify internal promotional candidates without announcing the
position. These changes can reduce the amount of time for filling positions internally by 3
to 4 weeks.
Establishing Human Resources (HRt Process Measurements. Other QATs have been
working on changing the focus of HR program evaluation from statutory compliance to cus-
tomer satisfaction. For example, the traditional on-site reviews at Regional Offices have
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concentrated on examining personnel documents and files. Now, the document review is
combined with an extensive series of interviews with supervisors and employees (customers)
about the effectiveness of selected HR programs and initiatives.
Yet another TQM program evaluation initiative in FT 91 is the "Blueprint Review." The
Review is an annual examination of a selected HR issue or program of interest to the Agen-
cy-wide HR community. In 1991 the Review focused on the overall effectiveness and
resource support for HR acvtivities in the Agency. Seventy-one key officials were inter-
viewed concerning their opinions on the effectiveness of HR programs. The findings were
made available by the OHRM Evaluation Staff to the HR community. In FY 1992 the
Blueprint Review is centered on workforce turnover: How to track and measure the causes
of personnel separations in the most cost-effective manner.
Improving Customer Satisfaction. A QAT (in our Las Vegas office) increased customer
satisfaction rating with timeliness of personnel actions from 90.4% to 95%, quality of HR
services from 94% to 94.7%, and information on the status of personnel actions being
processed from 85.5% to 90.2%. Customer satisfaction was quite high to begin with in Las
Vegas. Nevertheless, as employees there demonstrated, we can always try to serve our cus-
tomers better.
We're in This Thing For the Long Haul. Our commitment to quality is not a passing fancy,
not a flavor of the month, or the latest bureaucratic alphabet soup. We are commited as an
Agency to a long, steady effort to improve the quality of our work. We believe that the work
of EPA is already high quality, but there is always room for "continuous improvement."
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CONCLUSION
EPA's Commitment to People, Quality and the Future
The EPA Strategic Plan for Human Resources Management is in
place, the course is set, and a new way of doing EPA's business is
evolving. It emphasizes hiring the best; capitalizing on diversity;
investing in people; and focusing on quality.
We have accomplished much, but we've only just begun. The Strategic Plan is in place, the
course is set, and a new way of doing EPA's business is evolving. Success in attracting,
retaining and fully utilizing all our people can and will make the difference in achieving the
environmental mission.
Each year is a new beginning - a time to look back at what we have done and plan for the fu-
ture.
The Future Requires that We;
Continue to spare no effort to attract, hire and retain the highest quality employees
for EPA. We will keep trying to find new and better ways to recruit;
Continue to view and deal with diversity as a strategic advantage and institute
appropriate programs to educate and develop our employees to understand and
value diversity and build effective teams to do our work;
Continue to invest in our people and encourage excellence by building on our
successes and looking for new and innovative ways to make EPA "the employer of
choice;"
Continue our Total Quality Management Efforts until all employees are trained and
equipped to systematically address problems at every level all across the Agency.
Full implementation of TQM is a long-term effort.
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