Mapping Career Paths at EPA Step One Career Planning Workbook


c/EPA
                 United States
                 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's World of Work

2      Chapter I: Assessing your Skills, Abilities,
       and Interests

       Why Self-Assessment?
       Persona! 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  1990'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.

f 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 life 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?

/ am happy when / am...
working playing sports
relaxing at home reading
accomplishing a project traveling
helping another person shopping
programming a computer studying
I. I get excited about...
2. In school I loved to study...
3. In school, I hated to study...
4. 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, f...
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...
Ma/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.
It 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 plush 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 assumed—or 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, I
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 skills 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 job—your
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-l 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:

 Q  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).

 Q  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.)
 /Wry/992
       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

Auditor/Accountant

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 - IS, 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 general 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, 1,315 in
   Regions, 362 in the labs, and ISO  in other offices.
   There are 351 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

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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
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ORD
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,
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13

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3
14
4
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26
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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
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2
35
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14
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6
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Other Field
i Location

Ann Arbor
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Grade
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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
(Nonsupervi sory GS- III IS, as of January, 1992)
Headquarters
Location
Grade
OPPE
j'Q&
OGC
OIA
&W
ow
OSWER
I 1 t'i'l 1 I Hi I ffl'lllJ I'll !| 'I ll'lljljff
OAR
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12
13
15
14
I' ]lf ,'!}
lllllfilijii

4
14
,11;;
Ii
16
15
«!!' I
&ht^
I
Total 46 144 87 12
Regions
Location
Grade
Mi
Region 2

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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
(NonsupervisoryGS-12115, as of January, 1992)
Headquarters
Location Grade

OA
OPPE
OE
OGC
OIG
OIA
OAI^M
OW
pSV/ER
OAR
bppts

ORD
12

" ' t : !

! i i'

: ''/;'',
10
12
20
. ,•,>',', /It

:•-, I

•'•>.< 1
15
35
19
•^13-

1
14
1

9
14
8
7
"'•if'1

13
15

]i ,

i
1
3
1
' ' '' ' ,

3
Total 43 86 54 8
\ Regions
1 Location

Region;!
Region 2
Region 3
Region 4
Region 5
** ,i i ' j > i , . '
Region 6
Region ;7y;
Region 8
Recibn 9
Region 10
^^^^^^^^A^^^^^^^^H^^^^WI
Grade
12
65
80
29
76
7f
-------
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

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

•••I'1'-

^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

«,,

• 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 I I 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//5, as of January; /992)

Head Quarters

Location Grade

oA^"r "
OPPE
OB'-" ":',,
OGC
OIG
OIA
OARM
OW
OSWER
OAR
ORD
12
ri

11
6
', '! i1 ' !
2
,"X
Total 26
13
5

24
28
4
3
10
!(!j'!'j"i ! ii D '
1','Ul.i'hO
14
3

50
41
2
3
15
1

12
25
82 100 43 •

•% •
Regions

• Location Grade •

Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
, -Region ;:7'\;
Region 8
^Regionj^1-1
Region 10
• Total
12
.'.JO.-
10
,.' 'I?1,1
,' "7
8
, ,,,,.,
13
i-^24,,;
42
30
29
*Yf
14
- i;i
5
8
23
5
> -, * 5 •
3
4
15
r-3-
1
""'I
i
i
84 292 81 im

ORD Labs
• Location Grade
Ada
Athens
Cincinnati
Corvailts
Duluth
Gulf Br.
Las Vegas
Narragan.
RTP
12
13
14
15
| Total |

Other Field
• Location Grade 1
Ann Arbor
OEv,
ORP
OARM
12
: f ' '
1 '1 ]l.
13
14
'',,') -t,"1 '•.!'
l'',l ' llll'Vl ,
15
• Total 1

May 1992
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-S 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-5IIO, as of January, 1992)

H ead a u ar te r s
• • ^*^%**^i* %• vB %»•>• **^*^ • +f
Location G rade
fcwvy v*ci. vi v/i I Vfcji c%vJv*

pA^rX'1'1'''1"
..OPPE

OGcT"1"'""
pfcjji^W.fr
tj 1 ^^L
if^h Jk ' J*% ft^l [ '|' ,' 1 ;!
pw'""'1'11'''
OSWER
,'p/B^^'
MOj^flTSpiJii
'ORD1*'
5/6

... ...
'i ' ''
"'IT
'•A'/* 15^
'2
•'.iiiSf
IT"
Mtf-
13
li'S^1
'""Vi' '
Total 2 1 5
7

Jl '' (

" 9
fy,'*,,5
2
60
30
'|!r^2''
2,25
littS^;
i'i"
8
;,w
M
' J hi i I'D !>
•' i' '1 7 ' i '
, .,£,
i.''.^!1!)
2
;,!,5;;
18
i-M
12
!>l|! ,1 1 t t!ltll'l||l|t

I9k

9/10
•w;
5

3"
^•,1.4,'i-
4
'W'
10
;!;"4J
.,',£.
i'li'ii
10

279 147 90|

•% •
Regions

• Location Grade •

/'Re'giinsli^A
Region 2
Regions
Region 4
Regions
, „ ** *
Region 6
Region 7 ,
Region 8
.Regicjri: 9:;«:
Region 10
5/6

84
fi'ii.ii
136
154
102
^'^S1?
1*°!
]iiiiPli
"55"'
7

20
'';:.^4'i; 1
51
51
30
, 23
20
..iS'jIji'if,
'"is1"
| Total 891 334
8

6
10
12
Wlft>-
5
,',,5,,;,'
,"1,8 ,
•tv' 4ty'
" i"'
9/10

5
'%l,i.,
4
:!r'6'
2
'•'f1^1"'
„'?,'
|, | ',',
3

74 30 •

ORD Labs
• Location
Ada
Athens
Cincinnati
Corvallis
Duluth
GulfBr.
Las Vegas
Narragan.
RTP

Grade
5/6
2
3
32
5
4
3
14

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

L«VP* . | ••» /\ ^ mm At f f\. 1
Total 79 67 41 69 1

^^^_i »"• i j
Other Field
•location Grade 1

Ann Arbor
OE
OA
-------
Management Analyst and
Program Analyst
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-5
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 Coreer Planning Workbook
May 1992
-------
Management Analysts/Program Analysts in
EPA (NonsupervisoryGS-12115, as of January, 1992)
Headquarters
Location Grade

OA:/;. ;.. v
OPPE
'6E''!i'' '''*
OGC
'Old? ''' •.'•
OIA
OARHW
OW
OSWER
OAR
''b^^S"'!1?1
ORD
Total
12
2
8
",'•2;

'7 f'v
2
'/'iJr'
19
13
SiSf,,
""i'T '"
13
3
19
5

51
30
iii'45''1
16
:>;£4';
'"il
120 222
14
7
12
6

1
2
34
7
i 20
7
'f '5 "
18
15
1
2
1 ',

15
2
4
1
••*"
3
119 [31]
Location Grade

Region 1
Region 2
Region 3
Region 4
' IE *^|f 1 ',,1 , ,, j|l j '* i '
Region 5
Region 6
Re$oii!'7;;;<
Region 8
1 •« i ^ i'1' "i i'l'^ii ^' '' i '!AM! ' '
Region 9
Region 10
12
Wfo$

"' i ' f '
_ TL
;:''1!;1'::
6
•',|Q';ii
u"V
•itffijplf
7
13
,X.;5;.;

/:''•: 4^.
4;i
1^5:^,
4
. „'
.'...! i
,'. ' 'i";;,1,!
i
15
..i.'.vli,.

, "1 , ,',
1
';.,", '•
1

:"' '

Total 67 30 3 2 |
ORD Labs
Location

Ada
Athens
Cincinnati
Corvallis
Duluth
GulfBr.
Las Vegas
Narragan.
RTP
Grade
12

•

4
13

.. 2 :
14

1
15

Total 522
Other Field
Location Grade

Ann Arbor
OE"",
OAQI»S.RTP
ORP
OIG "^i1 ''",.;•;,' ,««'
OARM
^ JX /"'. j'^ylj';1;:;; !
er- #.*••'
12
4-?' '
..„,.,

,!,'!'f If; ,
3
'!'!', '! T,
"'' ^
13
l''j' H ,0 E

' i.

;^';rW
3
i ,• ''
i '
14
i

^2:--
1
"J '•.:',' ,,;
2
-',,M', ' '"''' •'
i iji1 ,' .i i "
15
•'

' ,!,;/,

1' ":,'*'

'',, • .,
1 ::"r
Total 945
May/992
EPA Career Planning Workbook
23
-------
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-12, 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. In
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 (NonsupervisoryGS-12115, as of January, 1992)
Headquarters
Location
OPPE
Grade
OGC
OIA
. _.^
ow
OAR
OPP1
iSBiiiiSiiif
ORD
12
«w,» w
Mfall.! ::
3
I
13
&
I
II
I
14
15
Location
Grade
Region 2

Region 4
Region 6
Region 7
i'n ,1', fir " i iii'i! M
Region 8
Reion 10
12
13
14
15
ORD Labs
Location

Ada
Athens
Cincinnati
Corvallis
Duluth
GulfBr.
Las Vegas
Narragan.
RTP
Grade
12

'"'

Total
Other Field
Location

Ann Arbor
OE
6A$PS;RTP
OIG»>*'»!"W >»,b
OARM
Grade
12
. „ ':!i

' IT '
'!' ! ' ' ' ' ' ' '
, i'!
13
,»,

•
(

14
1 ',' !

Total
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-in-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 tot 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 Career 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;

*' 1
7

i'24'i'1
""s"
; ' 41'. •
1
'J20(

29
1

2"1',
,• . i , 9f

;'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
I
14

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

•••••••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 bachelor'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-5, 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 ISO 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
May 1992
-------
Auditors /Accountants in EPA
(NonsupervisoryGS-12115, as of January, 1992)
Headquarters
Location
Grade
OA
l> ifuii if,,', lUMlh,!
OGC

"OIA
•Ml
ow
::S9S
^OAR

ORD
12
13
14
15
Total 16 54
Regions
fLocation Grade

Region 1 ;
1 |I:UI|I, |lKP ill r i,!,l ilUHJIlilliUnil ,1 1
Region 2
Region 4
t Region 5 ;
i ift.i , !!1n*'fj ti j'i , .,! hMi i',M
Region 6
"'!,' ',' • ' ' ', l]'f
Region 8
1 Region:?;:;;
Region 10
12
&;',
4'''
'jL
" '7 '
^;,;-?:
''"''ij'i'i1 '
ri
13
$\&t.
''T
",'j "
'"'"i
1 'i"! ,1 •''

^Miiljii,' ,'
14
i'l/i'.,,
! : , • '
it ,

15
/ • • .

1 • <

Total 39 10 1 |
ORD Labs
Location Grade

Ada
Athens
Cincinnati
Corvallis
Duluth
GulfBr.
Las Vegas
Narragan.
RTF
12

Total \
Other Field
Location

Ann Arbor
OE
OAQPS-RfP
ORP
OIG
OARM
Other
Grade
12
;',

46
8
i , ,
13
„

29
6

Total 54 35 2
May 1992
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 rtems 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-5).
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 ISO 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.
I.
. ~\
A V --
? ^f
.

=1
- -
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
'

''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

> |

, ; „' ' .."•
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,, ;•»' ,

!, >; "•'': 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 at
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

Corvallis 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

RTP 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
U S GOVERNMENT PRINTING OFFICE 1992—623-103
-------