Dreamfedjob's Featured Career: Community Planners

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Significant Points

• Local governments employ about 66 percent of urban and regional planners.
• Employment is projected to grow 19 percent, which is faster than the average.
• Most new jobs will be in affluent, rapidly growing communities.
• Job prospects will be best for those with a master's degree; bachelor's degree holders with additional skills in GIS or mapping may find entry-level positions, but advancement opportunities are limited.

Nature of the Work

Urban and regional planners develop long- and short-term plans for the use of land and the growth and revitalization of urban, suburban, and rural communities and the region in which they are located. They help local officials alleviate social, economic, and environmental problems by recommending locations for roads, schools, and other infrastructure and suggesting zoning regulations for private property—work that requires forecasting the future needs of the population. Because local governments employ the majority of urban and regional planners, they often are referred to as community or city planners.

Planners promote the best use of a community's land and resources for residential, commercial, institutional, and recreational purposes. They address environmental, economic, and social health issues of a community as it grows and changes. They may formulate plans relating to the construction of new school buildings, public housing, or other kinds of infrastructure. Planners also may help to make decisions about developing resources and protecting ecologically sensitive regions. Some planners are involved in environmental issues including pollution control, wetland preservation, forest conservation, and the location of new landfills. Planners also may help to draft legislation on environmental, social, and economic issues, such as planning a new park, sheltering the homeless, or making the region more attractive to businesses.

Before preparing plans for community development, planners study and report on the current use of land for residential, business, and community purposes. Their reports include information on the location and capacity of streets, highways, airports, water and sewer lines, schools, libraries, and cultural and recreational sites. They also provide data on the types of industries in the community, the characteristics of the population, and employment and economic trends. Using this information, along with input from citizens, planners try to optimize land use for buildings and other public facilities. Planners prepare reports showing how their programs can be carried out and what they will cost.

Planners examine proposed community facilities, such as schools, to ensure that these facilities will meet the needs of a growing or changing population. They keep abreast of economic and legal issues related to zoning codes, building codes, and environmental regulations. Planners also deal with land-use issues created by population movements. For example, as suburban growth and economic development create more jobs outside cities, the need for public transportation that gets workers to those jobs increases. In response, planners develop and model possible transportation systems and explain them to planning boards and the general public.

Planners use computers to record and analyze information and to prepare reports and recommendations for government executives, developers and builders. Computer databases, spreadsheets, and analytical techniques are used to project program costs and forecast future trends in employment, housing, transportation, or population. Widespread use of computerized geographic information systems (GIS) enable planners to map land areas, to overlay maps with geographic variables such as population density, and to combine or manipulate geographic information to produce alternative plans for land use or development.
Urban and regional planners often work with land developers, civic leaders, and public officials and may function as mediators in community disputes, presenting alternatives that are acceptable to opposing parties. Planners may prepare material for community relations programs, speak at civic meetings, and appear before legislative committees to explain and defend their proposals.

Most urban and regional planners focus on one or more areas of specialization, such as transportation planning, urban design, community development and redevelopment, and land-use or code enforcement. While planners may specialize in these, and other, areas, they are also required to keep the bigger picture in mind and do what's best for the community as a whole.

Work environment. Urban and regional planners often travel to sites intended for development or regulation to inspect the features of the land. Those involved in site development inspections may spend most of their time in the field. Although most planners have a scheduled 40-hour workweek, they frequently attend evening or weekend meetings or public hearings with citizens' groups. Planners may experience the pressure of deadlines and tight work schedules, as well as political pressure generated by interest groups affected by proposals related to urban development and land use.

Community Planner, GS-0020-05

This is an entrance or training level. Characteristic is the performance or a variety of tasks selected to provide: (1) Experience and training in the application of basic techniques used in the planning profession, and growth in professional knowledge, skill, and ability; (2) an introduction to the employing agencies' policies, programs, and procedures; and (3) an opportunity for management to discover the trainees' aptitudes, interests, and potential for advancement to more responsible assignments. Typically, assignments consist of well-defined tasks such as gathering and analyzing facts which are pertinent to the solution of a planning problem which may be part of a larger study.
Employees at this level develop and apply:

• A basic knowledge of planning in such related fields as geography, economics, political science, engineering, architecture, sociology, and public administration;
• The ability to understand the interrelationship of task assignments, agency policies, and the planning process;
• The ability to recognize or accept the viewpoints of others;
• The ability to exercise tact and patience in dealing with problems and viewpoints; and
• The ability to draft descriptive factual background memoranda or summaries.

Responsibility
Supervision of the work is direct. Specific details of procedures and techniques to be followed in doing the work are given by the supervisor and are supplemented by readily accessible written instruction guides. Questions are discussed and resolved as they arise. Personal work contacts are limited. Usually the contacts are confined to obtaining information during fact gathering assignments.

Community Planner, GS-0020-07

Community Planners GS-7, work on a variety of assignments of limited scope and complexity which are selected to contribute to the continuing professional development of the employee. They usually perform operations which are phases of broader assignments for which planners of a higher level have responsibility. Planners GS-7 must be familiar with and use a number of standard planning principles, methods, and practices in order to correlate data, and follow an operation through a series of related detailed steps or processes in fact gathering or analysis. (By comparison, GS-5 planners receive assignments that are well defined and usually involve a limited number of steps.)

The following assignments are illustrative:

• Surveys an area and gathers information on the people living there (income, employment, how many in each residence and their relationship);
• Organizes and prepares information and statistical data in factual reports; and
• Prepares visual aids (charts, maps, etc.), to use in presenting information to a community.

In addition to the knowledge and ability applied at the GS-5 level, Community Planners GS-7 apply:

• The ability to recognize significant and controlling aspects of their assignment and bring to their supervisor's attention the inadequacy of standard practices in a particular situation;
• The ability to search agency files and the technical literature for material having a bearing on a specific problem; and
• General knowledge of agency goals, policies, and programs.

Responsibility
Supervisors provide detailed instructions on new assignments and review the work in progress, furnishing additional instructions as the work proceeds. On aspects of the work which constitute recurring assignments, constant review of work operations is not necessary, and the work is performed independently. Supervisors make occasional spot checks to evaluate progress and compliance with instructions. Work is reviewed upon completion. (By comparison, the work of Planners GS-5 is closely supervised and subject to review in progress.)

Community Planner, GS-0020-09

Community Planners GS-9 work on varied assignments of moderate difficulty and complexity. Assignments typically do not involve major deviations from established planning procedures, or consideration of complex technical planning questions. The work is similar to that previously done in the organization. Required data may involve physical, social, or economic factors, and can be obtained by the use of established methods and techniques. By contrast to positions at GS-7, the GS-9 level community planners may select, adapt, or refine data related to these factors, to fit the data to the objectives of projects. Planners GS-9 must be able to relate projects to their agencies' policies, programs, and operating procedures.
The following assignments are illustrative:

• Conducts studies of the physical, social, and/or economic factors which are characteristic of a small community or a project area in a community; and
• Prepares summaries, narrative statements, and analyses of the pertinent technical facts reported in project studies. Develops tentative plans for a small project area in a community, showing land proposed for housing, business, industry, schools, recreation, streets, utilities, work areas, and open spaces.

In addition to the knowledge and ability required at the GS-7 level, Community Planners GS-9 apply:

• Substantive knowledge of the employing agency's programs, policies, and goals;
• Knowledge of channels to use in obtaining or disseminating information;
• The ability to develop a plan and work schedule for a planning project; and
• The ability to evaluate planning projects for technical validity, and prepare analytical reports.

Responsibility
Supervisors outline the scope and objective of assignments and the general course of action required. Supervisors discuss various considerations, the basic sources of data to be used, and alternative methods.
GS-9 planners develop the specific plan of procedure using standard methods and techniques. However, they are expected to recognize and bring to the supervisor's attention difficulties encountered or findings which warrant the supervisor's attention. The supervision is somewhat diminished by comparison with the GS-7 level. The work is observed for progress, and reviewed for adequacy, adherence to instructions, and to ensure that it is complete and correct in the course of action taken. Contacts with other people are usually to obtain or furnish information that is factual and noncontroversial.

Community Planner, GS-0020-11

Community Planners GS-11 are assigned a variety of professional community planning problems, and perform a wide range of standard professional duties. They plan, coordinate, or monitor complete planning projects or studies, or carry out operating assignments, which involve planning problems that are conventional in nature, but of considerable scope. (By comparison, GS-9 planners have assignments with fewer variables and screened to eliminate complex technical planning questions.) Community Planners GS-11 exercise initiative and resourcefulness in obtaining and analyzing information related to problems or projects, and in planning the presentation of findings supporting their recommendations or conclusions in narrative and graphic form.

The following assignments are illustrative:

• Studies the financial, economic, and social implications and impact on a community of an expanded mortgage lending program for mobile homes or modular houses as a temporary substitute for housing in an expanding community or in an urban redevelopment area;
• Conducts a study pertaining to the development of a specific project involving such considerations as open spaces, public utilities, and off-street parking facilities, and develops specific regulatory controls for the project on such matters as height, bulk, density, and location of buildings.

Knowledge and abilities used at this level are the same as those for the GS-9 level, with the following additions:

• Ability to relate the effect of community planning decisions on the mission and goals of the agency;
• Ability to arrange and conduct conferences; and
• Knowledge of conference techniques.

Responsibility
The object and scope of assignments are specified, but the GS-11 community planners are responsible for the development of plans, the assembly and analysis of data, and the preparation of appropriate reports. As trained and experienced professionals, GS-11 planners make commitments regarding conventional aspects of their assignments that are covered by precedent, professional practice, or policy. They represent the agency before public bodies on issues of fact. (By comparison, GS-9 planners infrequently make unreviewed decisions on such matters.)

GS-11 planners arrange and conduct conferences with community groups, other public agencies, property owners, and others concerned with the projects or problems of the planners.

Supervisors review the work mainly for the soundness of results obtained. Novel problems or matters involving serious consequences which may arise are referred to higher grade planners.

Community Planner, GS-0020-12

Community Planners GS-12 have projects and problems of such size that the projects must be divided into subsections or components so that others can carry portions to completion. Specialized skill and perspective are required to see the total problem and coordinate the work. Assignments typically require interpretation or extension of policy guides, substantial modification of techniques and procedures, or the development of innovative approaches to solve specific problems in a specialized area of planning. (By contrast, at the GS-11 level planning problems are conventional in nature.)

The following assignments are illustrative:

• Develops or reviews information and plans, and makes recommendations on complex planning problems related to a variety of land uses involving conflicting factors, economic growth, and the social and cultural welfare of communities;
• Plans and produces comprehensive planning studies to be used as the basis for administrative or budget planning;
• Reviews and evaluated work performed under a grant or a contract for accuracy, adequacy, completeness, and conformity with grant or contract requirements, and, as necessary, makes suggestions designed to improve the product.

In addition to the knowledge and skills required at the GS-11 level, Community Planners GS-12 must have a significant background of practical experience as well as a thorough grasp of theory to identify and define the nature and scope of obscure problems. Typically, GS-12 planners must have highly developed specialized skills, knowledge, and extensive experience in a specific area of planning.

Responsibility
The general objectives of assignments are given; areas of special interest to others are highlighted and relative priorities of projects are fixed at the time assignments are made. Community Planners GS-12 are responsible for subsequent planning and execution of the work. They report progress to their supervisors in occasional conferences, and receive guidance on unusual technical problems. Completed work is reviewed for adequacy (overall concepts rather than details) and conformance with agency policy. Particularly controversial problems which have a significant impact on public jurisdictions or private interest groups, or on important agency approved planning policy, are reviewed by supervisors or at higher organizational levels. (At the GS-11 level the nature of the assignments would usually preclude such controversial problems.)

On a continuing basis, GS-12 planners regularly represent their organization in discussions with citizen groups and professionals (engineers, architects, lawyers, etc.) directly concerned with community planning problems, and local officials. These discussions are needed to obtain their cooperation and participation in planning problems, processes, or programs; to explain agency programs or to aid them in applying planning concepts.

Community Planner, GS-0020-13

Community Planners GS-13 are assigned planning projects that require an extensive knowledge of the laws and regulations administered by their agency, community management, social needs, land requirements, community power structures, precedent cases, and court decisions. In addition, to make operating decisions or to provide advice and assistance, they must have a thorough understanding of agency policies and priorities, and the provisions and intent of new programs that are in the process of being defined.
Characteristically, assignments involve problems lacking in precedents, applicable technical guides, or standards and elements such as the following:

• Have a broad impact on planning programs in a metropolitan area, a State, or an agency; or
• Involve the development of regulations for new program areas, or of legislative programs.
  (By comparison, at GS-12, assignments primarily involve ongoing programs.)

The following assignments are illustrative:

• Develops regulations, position papers, and instructions related to community planning aspects of agency programs;
• Reviews the agency field office programs in community planning for technical and program management effectiveness; makes reports and offers suggestions for improvement based on findings; or
• Provides technical advice and coordinates planning or related problems or projects with representatives of other agencies, local or State officials, or with colleagues in other area offices.

GS-13 planners must demonstrate marked professional expertise and a depth of knowledge and experience in the planning program requirements, operations, and functional problems of an agency; or in specialized areas of planning, such as urban renewal housing, or transportation. In addition, they must possess, to a high degree, technical judgment, tact, imagination, and resourcefulness.

Responsibility
Work is assigned in terms indicating objectives, results expected, any major problems anticipated, and priorities. Supervisors participate in decisions involving changes in direction, or departures from established policies, and furnish advice, as requested, on policy or administrative aspects of assignments. Completed work is reviewed primarily for results achieved and conformance to policy. Community Planners GS-13 frequently meet with local and State officials to aid and encourage the adoption of sound planning principles and programs. They have a substantial and continuing responsibility for representing their organizations in negotiations with officials of organizations whose decisions and activities have important implications to the overall planning program. (By contrast, at the GS-12 level contacts involve discussions primarily to obtain cooperation and agreement on specific plans and projects.)

Community Planner, GS-0020-14

Community Planners GS-14 provide expert counsel to agency management and professional colleagues on a wide variety of planning questions or problems. These include authoritative interpretation of agency policy, regulations, and standards as applied to problems involving land use proposals or operating problems. In responding to questions, they must weigh the implications for basic agency objectives, legal requirements, and program needs, while being fully aware that the answers they propose may establish precedents with considerable future impact. The work includes important problems involving regions, States, or major municipalities. These problems are assigned to GS-14 planners to coordinate or negotiate with other Federal agencies, or with top officials of State or local government bodies. The problems at the GS-14 level involve unusually important, extensive, delicate, and controversial issues.

The following assignments are illustrative:

• Develops standards and criteria to guide agency representatives in evaluating comprehensive plans and analytical techniques;
• Provides leadership and advice to top planners of regions, States, and major municipalities in identifying problems, developing cooperative relationships leading to joint technical efforts in planning projects, in formulating legislation, and in resolving unusually complex or controversial issues; or
• Prepares and reviews policy recommendations and technical proposals relative to District of Columbia and Federal interests in the development of the National Capital Region. Responsible for liaison and coordination with District of Columbia, Federal, State, local government, and regional officials and citizen groups in matters related to these interests.

In addition to the background, abilities, and personal qualities required at the GS-13 level, GS-14 planners, as experts, must have:

• Marked ability to identify parallel areas of program concerns, interests, and goals with State and other governing bodies, and other public and private organizations;
• The ability to present planning values, techniques, and processes in a meaningful way to professionals in many other fields; and
• Considerable finesse and diplomacy.

Responsibility
The work is performed under broad administrative guidance, subject to general policy direction, and the established policies and procedures of the agency. At this level, incumbents carry out their work independently but may seek advice on complex policy questions. The work is evaluated in terms of the effectiveness in working with the various publics, soundness of recommendations, and achievement of solutions to significant problems.

Major work accomplishments are generally achieved through personal contacts and negotiations with top State, business community, and other groups and officials.

In such contacts, planners speak with authority in explaining agency policy, procedure, and the application of technical requirements. These contacts typically involve negotiation of delicate or controversial issues where the consequences of an inadequate presentation have serious implications for agency programs.

For additional information about careers in community planning, visit http://dreamfedjob.com/careers/0020_Community_Planners.html

Focus the Resume

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Imagine playing darts while blindfolded, how accurate would you be? Now imagine that you had darts specifically designed to hit the bull’s-eye? Now how accurate would you be?

This analogy is directly applicable to the design of a resume. If the objective is simply to get any job available, and have a very general "one size fits all" resume the results would not be satisfying. In all likelihood this type of resume would be found minimally qualified for many jobs and highly qualified for none.

There is another reason why resume should be focused. Most applicants cannot qualify for more than two or three different occupational fields. If the truth were known, most are experts in only one or two distinct specialties within all of the occupations minimally qualified. The objective of submitting a resume for a government job (or any job for that matter) is to obtain the highest possible rating so the resume is within reach to be referred for consideration for a vacant position.

The preparation of a "one size fits all" resume almost certainly ensures a low rating and negates any effort devoted to the development of a government application package.

Narrowing the scope of the resume to support legitimate career objectives provides the opportunity to highlight those areas possessing in-depth knowledge and experience, and coincidentally, those general occupational areas most likely to be successful in obtaining another position. Enough said. Although not mandatory, it is strongly suggested to compile a resume directly supporting the attainment of near-term career goals. Doing so only enhances chances of success.

Be Concise: Include in the resume only those items of experience, education and training that directly support the qualifications for the specific position you are applying for.

Think about it: If applying for a position as a General Schedule (GS)-12 budget analyst, previous experience as an insurance claims processor or as a salesperson for a major electronic outlet is not directly related to the budget analysis field. It will not support your qualifications (or a high rating) for a budget analyst job. While this conclusion is fairly apparent, it is also based on the nature of federal qualification standards applied by the job announcement to determine basic eligibility for further rating and placement on a valid register of job applicants. For every position in the government at the GS-5 level or above, candidates must demonstrate in applications that they possess:

• At least one year of specialized experiences that directly related to the duties of the position for which they seek consideration, and also appropriate.
• Quality of experience equivalent to a position comparable to that of the next lowest grade of the position for which an application is being submitted.

Let's look at another example. If preparing a resume to respond to a vacancy announcement for a GS-7 accounting technician position, experience gained in a prior position as a general administrative clerk will not help qualify for the accounting technician job because it will not demonstrate possession of specialized experience directly related to the primary duties of an accounting technician.

There are other ways of ensuring the resume is concise, but meaningful. For example, if applying for a secretarial position, it is not necessary to specifically name and describe four previous and distinct word processing systems used. Just state, "a substantive knowledge of" and "have used word processing skills and systems."

Don't be repetitive; get to the point. This same basic principle applies to education and training. If the objective is to obtain a GS-12 position, a one-half day seminar on business writing six years ago will be of no significant value in determining your overall rating. Leave this fact off.

Don't use "flowery" language: Avoid adjectives and adverbs. No additional points are received for descriptive terms, use the following description as an example:

"I was responsible for the processing of a wide variety of extremely complex financial transactions using two technically advanced automated accounting systems."

It would be more productive to simply and clearly state the facts

 "I was responsible for the processing of a variety of financial transactions using two automated accounting systems."

 

A resume should be completely free of unneeded details that are not materially contributing to the overall occupational qualifications.

Remember:

• For any position at the GS-5 level or above one year of specialized experience in the duties of the position to be filled are necessary, or in a position the duties of which are directly related to those of the position to be filled.
• For any position at the GS-5 level or above, there is also a quality of experience requirement. In order to be creditable for qualification purposes, any specialized experience possessed must have been gained in a position equivalent to the next lower grade of the position of interest.

With these points in mind, it should be clear when interested in being considered for any position at the GS-5 level or above, prior experience, education and training does not have to be included on the resume. It has no bearing and will in no way support qualifications for the positions of interest.

This same logic is also basically applicable to awards and honors. If the award or honor was received far in the past, or if it was received in a position not used to support your qualifications, there is no good and substantive reason to include the award or honor in the resume. For the same reasons, minor or outdated training received in the past should not be listed.

Use Clear Language:

Write the resume as though it is being submitting for review by someone who has no technical understanding of the specific kind of work. Let's look at several examples of how to better describe experience and the ways in which "technical jargon" is translated into something understandable for both the automated resume processing system and  personnel staffing specialists:

• “I use IATS to process travel vouchers.” Would be better:
  “I use the Integrated Automated Travel System (IATS), an automated financial system, to compute and process travel reimbursements for transportation, meals, lodging and similar entitlements.”
• “I process vouchers and issue a variety of disbursements using SRD1.” Would be better:
  “Using knowledge of disbursing principles and procedures, I examine requests for payments to individual military and civilian employees, private sector vendors, and other public agencies. I perform a quality control review to ensure that these requests are in order, assign appropriate accounting classifications and prepare checks or electronic transfer payments. I use the Standard Finance System Redesign Subsystem 1 (SRD1), an automated financial system, to accomplish these actions.”
  (NOTE: This straightforward three-sentence paragraph might well be sufficient to describe all of the major duties performed by a disbursing clerk or technician position).
• “I assist functionals in writing SCRs. I develop interfaces and am the POC for all EC initiatives.” Would be better:
  To help identify needed changes and to write system change requests (SCRs). I write computer programs to enable automated systems to interface and to communicate with each other. I am the primary contact for automated electronic commerce (EC) systems and improvements.”

The point is that descriptions of duties performed, and knowledge and skills applied in accomplishing those duties, should be simple and straightforward but descriptive and reduced to only essential information. When finished writing a paragraph, it is helpful to stop and ask the following questions:

• Would a third party not familiar with the occupational background understand this kind of work?
• Is there any nonessential information included?
• Are any unique but relevant special experience of skills been omitted?
• Have major characteristics of occupation or background and skills most common to the occupation and/or field been included?

Paint a Clear Picture:

Here are some more helpful questions to ask if applying for an accountant GS-12 position, and there is prior, relevant experience as an accountant.

• What are the primary characteristics of professional accounting work, processes and procedures?




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• What major skills, knowledge or abilities are generally accepted as necessary in the performance of this work?
• What portions of the working background best demonstrate accounting tasks performed using recognized accounting skills?

When these questions have been answered, the resume narrative is ready for development. Be sure to construct the narrative in a logical manner, adding each descriptive "piece" until the full picture of an accountant is painted. The process can be like putting together a puzzle. A reference to one skill or a single job task is incomplete and may not lend itself to an obvious conclusion as to the occupation being described.

 As additional commonly recognized tasks or skills are added, the picture becomes clearer. Finally, at some point, a knowledgeable observer will be in a position to hazard an educated guess as to the end product being described. Provide sufficient pieces of the puzzle to leave no reasonable doubt about the occupational or job profile being built, and the demonstrated possession of and ability to use the skills and competencies commonly associated with that occupation.

KSA Sample for a manager: Skill in managing, leading, directing and supervising staff towards meeting an organization's objectives and programs.

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As a manager for the past 14 years, I have developed performance and training plans, counseled, appraised and hired employees, worked with unions, and taken disciplinary actions. I have gone from supervising five employees to managing 170 headquarters and field employees.

As head of the department’s Office of Discrimination Resolution, I inherited a four-year backlog of Equal Employment Opportunity (EEO) complaints and a 15-member staff. At the same time, the department issued a mandate requiring us to reduce the complaints backlog within 60 days and to eliminate it within four months.  I had neither the funds nor the time to hire additional staff so I set out to make the maximum use of the human resources I had on board.

My first step was to review the complaints inventory to determine which complaints could be quickly moved through the system and which ones required in-depth review. I then reorganized the office by defining the structural needs of the EEO program and assessing the skill levels of my employees. I created five teams, using my own staff as well as field staff, and ensured that work was evenly distributed to each group. I worked closely with my employees to develop appropriate performance standards for their new assignments. In addition, we discussed the training that would be needed to enhance their performance.

I ensured that each employee understood the importance of his or her contribution to the project.  Throughout the transition to teams, I kept an open-door policy and listened closely to employees’ suggestions. As a result, the teams developed a remarkable “can do” attitude toward this overwhelming workload. The spirit and determination with which we worked together enabled us to meet the department’s goal of eliminating the complaints backlog within 4 months.   

During this period, I saw that several minority employees had potential far above their grade levels.  I reclassified these support positions into positions with career ladders to the GS-14 level. I provided on-the-job training, specialized classroom training, and day-to-day supervision to give them the necessary experience to compete for the new positions.  Four of the employees are now working successfully as GS-13 Senior Specialists.  I received the agency’s “EEO Manager of the Year” award for my upward mobility efforts.

My next step was to establish fair and neutral mechanisms for the selection and promotion of my employees.  I selected minorities, women, and non-minorities for vacant positions with the office and, for the first time, provided two upward mobility opportunities for professional staff members. I placed two employees in field positions to accommodate a compassionate transfer, and canceled a field-to-headquarters transfer that would have imposed a severe personal hardship.

Training was another area that had been neglected before I came on board.  I developed formal policies and plans to provide training opportunities for the staff, and established a budget for external and internal training. To observe supervisory potential, I established a policy of allowing senior staff members to rotate through vacant supervisory positions in order to gain experience. 

In a few instances, I have taken disciplinary actions when employees have not responded to constructive coaching and counseling.  For example, one of my senior managers, who was a skillful technician, was not dealing well with her supervisory and managerial responsibilities.  I developed a performance improvement plan outlining the managerial skills that she needed to work on and then counseled her on how to reach those goals.

Unfortunately, the employee’s performance did not improve and she was removed from her position.  On the positive side, my staff knew that they would be protected from inappropriate and arbitrary behavior by their managers, and the office’s productivity and morale have improved since the manager’s departure.  

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KSA Sample for an Administrative Assistant: Ability to communicate both orally and in writing.

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The Defense Language Institute (DLI) is a United States Department of Defense (DoD) educational and research institution, which provides linguistic and cultural instruction to the Department of Defense, other Federal Agencies and numerous and varied other customers. The DLI is responsible for the Defense Language Program, and the bulk of the Defense Language Institute's activities involve educating DOD members in assigned languages. Other functions include planning, curriculum development, and research in second-language acquisition.

As a Staff Operations and Training Specialist with the Department of the Navy working in the Language Resource Center I am responsible for a myriad of tasks.  These include issuing written and oral instructions to prospective students, guidance materials and furnishing informative material for the preparation of foreign language classes, examinations, and schedules. One of my assignments is to coordinate and create an annual Satellite Video Training and Mobile Training Team schedule with DLI in Presidio of Monterey, California. I am also the training lead for information on new classes and new location rollouts.

The schedule needed to include classes for a range of proficiency levels of all linguistic instructors and students, with a focus on Russian, Arabic, Persian Farsi, Serbian-Croatian, Spanish, Chinese and Korean.  There were approximately 45 instructors, and I coordinated up to 30 week-long classes and 10 onsite classes, per year, for more than 500 students. I was also responsible for tracking training requests and history, coordinating training with outside vendors, and providing written input in department memos and updates.     

One of the challenges in creating this yearly schedule was the distance between my office at the Naval Air Station Brunswick, Brunswick, Maine and DLI in California.  This challenge required that all planning and coordination was accomplished through correspondence in writing via email or orally via telephone.  I was also required to coordinate via email and telephone with the actual language instructors from DLI regarding what level of curriculum they would be teaching for their classes.  If the instructors were scheduled for onsite training, I was required to correspond with them regarding needed supplies, and required teaching technology they would need to instruct the class.

The biggest challenge I had to overcome was not only reserving the class and instructors through DLI, but ensuring there was a class of linguist students at the Naval Air Station Brunswick who would be at a point in their curriculum that they could take a week off to come to our center for training.  To ensure enrollment, I sent out emails to all linguistic instructors indicating what classes were available from DLI, and asking if they would be available and interested in attending a class.  I also stressed in my communications to the instructors that once they requested a class and I reserved it, that they were committed to attending, or paying for the class.

By utilizing my verbal and oral communication skills, I was effectively able to ensure all information exchanged was accurate, and that all linguistic curriculum needs were met.  As a result, I could then reserve time slots and classes based on their availability. Based on my effective use of written and verbal communications, a schedule for calendar year 2006 and a jump start on the scheduling process for the next year's classes. Because other U.S. Naval bases around the world use this service, class times are scheduled and reserved months ahead of time.  After implementing the scheduling system we were better able to evaluate our needs and reserve classes from DLI sooner. 

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