CP10 Civilian Human Resource Management. Training, Education and Professional Development Guidance

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1 CP10 Civilian Human Resource Management Training, Education and Professional Development Guidance This document sets forth guidelines for training, education and professional development of all career field employees. To progress, individuals in the career field must successfully complete formal technical and leadership training, on-the-job training (OJT), and progressively more responsible assignments. This section describes developmental activities at each career progression level. Training Levels. Civilian Human Resource Management (CHRM) Clerical and Assistant Training (GS-203). The Master Training Plan for Personnel Clerks and Assistants lists courses for employees at this level. 1. Clerical Training--GS04/05. On-the-job assignments are the means by which entry-level CHRM clerks gain a foundation in personnel administration. At this level, clerks receive and follow detailed guidelines and supervision for completing work assignments. The guidance they receive on the job relates to the procedural aspects of processing personnel actions. Work assignments at this level should help clerks gain a general knowledge of regulations and procedures. This process allows clerks to become familiar with the organization and content of personnel records and reports, and to acquire a working knowledge of organizational structure, protocol, and similar matters. Progressive assignments involve increasing responsibility for the more substantive aspects of personnel transactions. 2. Assistant/Lead Assistant Training--GS06/07. At the assistant level, training will emphasize improving employees' proficiency in their individual function and obtaining a general understanding of the civilian human resource management field. At the Lead Assistant level, the purpose of training is to increase the incumbent's knowledge in one or more specific CHRM functional areas. a. Intern Training. Intern Training is applicable to all employees at the GS- 05/07/09 levels who are in positions covered by the Master Intern Training Plan. These employees require formal technical training, leadership training and OJT. The primary source of formal technical training is the Civilian Human Resource Agency (CHRA). For information on the Army Civilian Intern Program visit https://ncweb.ria.army.mil/dainterns/actedsoccupations.htm or for CP-10 Intern training opportunities. b. Full Performance Training. Full performance levels fall within GS-11 and GS-13. Thus, two levels of training (Intermediate and Expert) exist for full performance level positions. The Master Training Plan for CHRM Professionals lists a wide variety of courses.

2 1. Intermediate Level. Intermediate training applies to GS11s. This training is designed to expand technical competency and provide leadership competency development. Eligible employees and their supervisors place secondary emphasis on improving professional and executive competencies. Leadership competency development continues with the Action Officer Development Course. GS11 employees should seek work assignments that add depth and breadth to their technical competencies. In assignments at the journeyman level, CHRM professionals perform increasingly complex work for their serviced organizations. This is the optimal time for the CHRM careerists to obtain experience in other functional areas and to accelerate self-development activities. Appropriate activities include Army and college correspondence courses and courses at local colleges and/or universities. Employees are encouraged to participate in professional associations, such as the Society of Human Resource Management (SHRM) and/or the Classification and Compensation Society, and to seek special projects or developmental assignments. Employees are encouraged to begin/complete study for a baccalaureate degree if they do not already possess a baccalaureate degree. 2. Expert/Advisor/Supervisor Level. At the GS12 and 13 levels, employees continue to broaden and deepen their technical competencies and place equal emphasis on enhancing their leadership and executive competencies. Employees accomplish this through a variety of job assignments and continued self-development activities. Employees should seek details, reassignments, temporary duty assignments and/or rotational assignments to leadership and/or supervisory positions. They should engage in graduate study, speaking and writing activities, and participate in professional association activities. Employees are encouraged to complete study for a baccalaureate degree and begin study for a graduate degree if they do not already possess a graduate degree. Employees in or aspiring to key positions are encouraged to enroll in the Civilian Educaiton System (CES). 3. Management Training. At the GS-13/14/15 level, training enhances leadership and executive competencies through assignments in supervisory and managerial positions. Graduate study, speaking and writing activities, temporary duty assignments, rotational assignments, and participation in professional association activities are encouraged. Employees in or aspiring to key positions are encouraged to enroll in the Civilian Educaiton System (CES). Employees are encouraged to continue/complete study for a graduate degree if they do not already possess a graduate degree 4. Executive Training: At the SES level, training focuses on enhancing executive and professional skills. Employees are encouraged to complete study for a graduate degree if they do not already possess a graduate degree. For more information on SES level training and education visit Army Civilian Senior Leader Management Office (CAC Only)

3 2. Categories of Training. There are two categories of training and development opportunities identified in the Master Training Plan (MTP): Universal and Competitive. A. Universal: Most of the training and development in the MTP is universal training applicable to all individuals who have similar duties and responsibilities. Examples of universal training and development include knowledge and skillbuilding in the areas of information technology and automation; modern systems; technical CHRM training; and leadership training for supervisors and managers. Universal training priorities are as follows: 1. Priority I. Mandatory training that must be completed during the fiscal year to in order to prevent an adverse impact on mission accomplishment. This includes training required by law or higher authorities. It must meet one or more of the following criteria: a. training is required for acceptable performance; b. training is essential for mission accomplishment; c. training is mandated by higher authority (law or DOD) or is required for certification, health, or safety reasons; d. training is mandated by the Assistant Secretary of the Army (Manpower and Reserve Affairs) as an Leader Development core course; or e. training is essential, functional intern training. 2. (2) Priority II. Training required to produce skilled employees within career fields. It should be successfully completed within a specified time period, but may be delayed if funding is not available. It should meet one of the following criteria: a. training is required for maximum proficiency, and/or b. training improves the quality of mission accomplishment. 3. (3) Priority III. Training for an employee performing competently to increase efficiency/productivity. Priority III training is funded after Priority I and II requirements and should meet one of the following criteria: a. training enhances competencies needed for the job, and/or b. training leads to improved mission accomplishment. B. Competitive: This category includes competitive programs such as: 1. (1) Army-Wide Competition.

4 a. Secretary of the Army Research and Study Fellowship b. Army Congressional Fellowship Program c. Senior Service Colleges d. Defense Senior Leader Development Program (DLAMP) e. National Security Management Course f. (b) University Training. Central funds will support part-time study at a local college or university for the following: 1. Personnel Administration and Management 2. Strategic Planning 3. Change Management 4. Public Administration 5. Business Management or Administration 6. Information Technology and/or Automation Equivalent Training and Development: Training identified in the MTP as Priority I training is mandatory training for the target audience. Employees may request credit for completed training or development they believe is equivalent to this mandatory training. Use the Equivalency Credit for Mandatory Functional Training (hyperlink to Occupational_CP10 Equivalent Func Trng.pdf to request such credit. Direct all requests for equivalency credit to the Training Management Division, CHRA, 5440 Student Drive, Aberdeen Proving Ground, MD, Self Development. Self development activities will increase employees' knowledge, improve their competence in their area of interest, and offset any limitations identified in the career planning process. A self-development activity is an individual, voluntary effort that is initiated and conducted by the employee. Active interest in self-development generally indicates that an employee has a strong desire to achieve planned career goals. This plan encourages employees to take advantage of Army correspondence courses and opportunities for study at local colleges. It encourages professional reading and participation in professional associations. Civilian Human Resource Management clerks and assistants should engage in selfdevelopment activities as well. 6. Individual Development Plans (IDPs). Employees enter the CHRM career field at various levels. They bring with them varying degrees of preparation, competency, and potential for growth. Supervisors and employees must work together to develop realistic plans for career development. Supervisors and employees should ensure that experience and training are documented in the employees' records. To assist in career progression goals, CP10 employees will develop 5-year IDPs and update them semiannually with their supervisor. Supervisors must consider documented experience and training when planning employees' training and

5 developmental activities using appropriate Master Training Plan. The ideal individual development plan provides employees with opportunities to advance to the highest level commensurate with their abilities. The most effective training and development plans will result from periodic career counseling sessions with the employee. These sessions should: identify training requirements; systematically schedule the training needed to meet the requirements; and take greatest advantage of work situations and operating problems to provide the employee with on-the-job experience. Counseling sessions and review of IDPs should be incorporated into the regular performance appraisal cycle when performance goals, objectives, and standards are being set and evaluated. Additionally, semiannual review of IDPs will provide close continuity with the budget process and allow for revisions and re-development of plans based on changing mission, technology and personal career goals.

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