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# Table of Contents

Welcome and Introduction
............\.........................................................................
3

Student Educational Employment Program
....................................................\...\......\... 3

SEEP Program Objectives
.................................................................................\...

SEEP Program Requirements
.............................................................................\...
4

Initial Appointment
.......................................................................................
4

Qualify for Continuous Appointment
.................................................................. 5

Student Agreement
....................................................................................\.....
5

SEEP Program Roles and Responsibilities
............................................................\.... 6

Supervisor
...............................................................................................\....
6

Mentor
....................................................................................................\....
7

Mentor Defined
........................................\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...
7

Mentor Criteria
......................................................................................
7

Mentor Roles and Responsibilities
............................................................... 8

Mentor Training and Student Orientation
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8

Student
................................................................................................\...\...\...
9

Academic Institution
......................................................................................
10

Nevada SEEP Program Coordinator
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10

Probation and Termination
................................................................................\....
11 STEP Program Participant
.................................................................................
11

SCEP Program Participant
................................................................................
11

Conditions of Employment
.....................................................................................
11

STEP Program Participant
................................................................................
11

Work Schedule
...............................................................................................\.....
12

Promotions
.......................................................................................................
12

Conversion Requirements
.................................................................................\....
13

STEP Program Participant
............................................................................\....
13

SCEP Program Participant
...............................................................................
13

Questions-N-Answers
..........................................................................................
14

Appendix A: Qualification Standards for the SCEP Program
........................................ 20

Appendix B: Special Conditions of Employment for STEP Program
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Appendix C: Preparation for Individual and Career Development Training
..................... 25

Appendix D: Individual Development Plan Memo and Form
......................................... 25

[Welcome and Introduction]{.smallcaps}

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height="1.5166666666666666in"}

Congratulations! You have either become and/or you are considering
becoming a supervisor for a Student Educational Employment Program
(SEEP) participant. The purpose for this guidebook is to assist
managers/supervisors in understanding the concept of the SEEP Program
and the use of the tool to create a pipeline of tal­ented and motivated
students in preparation for Bureau of Land Management (BLM) entry‑level
positions. In addition, the SEEP Program provides an opportunity to
ensure a diverse and highly qualified professional future workforce in
the BLM.

Your role as a SEEP Program supervisor is essential to the students'
initial adjustment and ongoing success throughout the program. The
emphasis of the SEEP Program is to provide students valuable
developmental work experiences directly related to his/her academic
program.

If any questions about the SEEP Program and/or the roles and
responsibilities of a supervisor, please contact the Nevada SEEP Program
Coordinator. The BLM in Nevada wants you to be the best SUPERVISOR you
can be ‑ because employees helping employees creates a BLM future
workforce capable of carrying on the legacy of land management,
preservation, and conservation.

[Student Educational Employment Program]{.smallcaps}

![](media/image5.wmf){width="1.625in" height="1.125in"}

The Student Educational Employment Program (SEEP) provides Federal
employment opportunities to students who are enrolled or have been
accepted for enrollment as a degree seeking student taking at least
half-time academic, technical, or vocational course load in an
accredited high school, technical or vocational, two- or four-year
college or university, graduate or professional school. The SEEP program
was established December 16, 1994, in an effort to streamline, replace,
and consolidate four old Federal student employment programs:
Cooperative Education Program, Federal Junior Fellowship Program,
Stay-In-School Program, and Harry S. Truman Scholarship Program. The new
streamlined program is comprised of two components -- the Student
Temporary Employment Program (STEP) and the Student Career Experience
Program (SCEP). Both components are available to all levels of students:
high school, vocational and technical, associate degree, baccalaureate
degree, graduate degree, and professional degree students.

The STEP Program allows for maximum flexibility to both students and
supervisors by offering valuable temporary work experiences that does
not have to be directly related to the student's academic field of
study. Participants of the STEP Program may be non-competitively
converted to the SCEP Program.

The SCEP Program provides for long-term, committed work experience which
must be directly related to the student's academic field of study and
career goals. Participants of the SCEP Program may be non-competitively
converted to term, career or career-conditional appointments following
the successful completion of their academic and work experience
requirements.

The SCEP Program is designed to combine classroom learning with
practical on-the-job experience. It enables the student to apply the
theory and skills learned in the classroom to a job situation. The
program provides for a solid foundation of training and developmental
experiences for students working within the Bureau of Land Management
(BLM).

The SEEP Program allows an agency and supervisor to recognize and
evaluate first-hand the abilities of a potential employee, and their
performance in real work situations. In addition, the SEEP Program
allows for continuing recruitment and development of potential and
talented employees to support changing agency missions; ensure that the
Government can meet its professional, technical, and administrative
needs; and achieve a quality and diverse workforce.

The Office of Personnel Management (OPM) is the Federal agency with
regulatory authority for the SEEP Program. The program regulations are
found in Title 5 Code of Federal Regulations (5 CFR), Parts 213 and 338.

[SEEP Program Objectives]{.smallcaps}

To provide SEEP Program participants with an opportunity to become
familiar with the roles, responsibilities, and skill requirements for
career occupations within the BLM in Nevada.

To provide SCEP Program participants tuition assistance and professional
training experience which will enhance their educational and career
development.

To provide an environment that encourages, supports, and rewards
qualified students with full-time employment upon completion of their
academic and on-the-job training.

To give the BLM in Nevada an opportunity to observe the potential
employee's performance, conduct, behavior, and work ethic before a final
commitment to permanent employment is made.

To provide a method for the BLM in Nevada to accomplish its diversity
goals.

[SEEP Program Requirements]{.smallcaps}

Initial Appointment

![](media/image6.wmf){width="1.1381944444444445in"
height="1.2083333333333333in"}The requirements for initial appointment
of a SEEP Program participant are as follows:

-   Must be enrolled or accepted for enrollment, at least half-time, at
    an accredited academic institution and in a certificate, diploma, or
    degree program

-   If a SCEP Program participant, [must]{.underline} have a 2.5 grade
    point average (GPA) or better

-   If a STEP Program participant, [must]{.underline} have a 2.0 GPA or
    better

-   Identified and available student employment position at a Field
    Office, Field Station, Fire Station, or Nevada State Office Division
    or Branch

-   Good and valid letter of recommendation or references that speak
    highly to student status, academic standing, ability to integrate
    academic knowledge with work experience and expectations, personal
    character and attitude, ability to work with others, and more.

-   Copy of current and/or future course schedule

-   If an undergraduate SEEP Program participant, must be enrolled in at
    least 9 semester or 12 quarter credit hours per school term

-   If a graduate SEEP Program participant, must be enrolled in at least
    6 semester or 9 quarter credit hours per school term

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Qualify for Continuous Appointment

-   Must maintain enrollment, at least half-time, at an accredited
    academic institution and in a certificate, diploma, or degree
    program.

-   If a SCEP Program participant, must [maintain]{.underline} a 2.5 GPA
    or better.

-   If a STEP Program participant, must [maintain]{.underline} a 2.0 GPA
    or better.

-   Receive "Results Achieved" on periodic and annual Employee
    Performance Plan and Results Report (EPPRR).

-   Provide a copy of the grade report at the end of each academic term
    (semester/quarter) to the supervisor and Nevada SEEP Program
    Coordinator.

-   Provide a copy of academic course schedule at the beginning of each
    school academic term (semester/quarter) to the supervisor and Nevada
    SEEP Program Coordinator.

-   If an undergraduate SEEP Program participant, must maintain
    enrollment in at least 9 semester or 12 quarter credit hours per
    school term.

-   If a graduate SEEP Program participant, must maintain enrollment in
    at least 6 semester or 9 quarter credit hours per school term. If a
    graduate student who has completed all curriculum coursework and has
    only thesis credits remaining, the student has one (1) year from the
    time they began [only]{.underline} thesis credits to complete the
    degree program. There will be NO EXCEPTIONS.

Note: Failure to comply with and qualify for continuous appointment will
result in termination from the SEEP Program.

Student Agreement

![](media/image8.wmf){width="1.8618055555555555in"
height="1.6576388888888889in"}All SCEP Program participants
[must]{.underline} complete a student agreement. The agreement requires
the signature of all involved parties including the student, supervisor,
mentor, representative from the academic institution, and Nevada SEEP
Program Coordinator. An incomplete student agreement means an invalid
contract and no obligations, and could lead to termination from the SEEP
Program.

The STEP Program participants are not required to enter into a student
agreement, but are required to read and sign the Special Conditions of
Employment for STEP Program Appointments form (Appendix B).

SEEP [Program Roles and Responsibilities]{.smallcaps}

![](media/image9.wmf){width="2.625in"
height="2.3194444444444446in"}Supervisor

All agency SEEP Program participants are required to have a supervisor.
The roles and responsibilities of a SEEP Program supervisor are:

-   Supervise, counsel, and encourage the student in their BLM position.
    If a SCEP Program participant, also offer the student supervision,
    counsel, and encouragement in their career development -- both work
    experience and academic planning.

-   Provide the student meaningful and developmental work experiences.

-   Help the student to adapt to the new worksite.

-   Provide information that will help the student to learn the culture,
    values, and ethics of the agency.

-   Discuss and identify a mentor with the student. The mentor can be
    anyone working/serving in a

Federal agency; and does not have to be a person in the same area of
work.

-   The supervisor must have a desire to work simultaneously with the
    mentor and the student to accomplish and assist with the following:
    the agency's mission goals/objectives, the career goals of the
    student, and in meeting the requirements of the SEEP Program.

-   Establish an environment that motivates the student participant to
    succeed.

-   Establish an environment that encourages the student to communicate
    (i.e. ask questions, participate in meeting discussions, share
    creativity, etc.).

-   Identify and share expectations -- work performance,
    conduct/behavior, work ethic, and more.

-   Conduct mid- and end-of-the year Employee Performance Plan and
    Results Report (EPPRR) evaluations . . . progress report and final
    performance review.

-   Encourage the student to pursue self-development.

-   Ensure that the student continues to meet all SEEP Program
    requirements:

    -   Enrolled in school at least part-time

    -   Review grades and verify cumulative academic grade point average
        meets requirements

    -   Academic program continues to align with the BLM career path
        being pursued and the Office of

> Personnel Management (OPM) Qualification Standards for the appointed
> occupational series

-   If working and going to school, ensure that the work experience does
    not interfere with the academic program

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-   Encourage non-student employees to serve as a mentor for SEEP
    Program participants.

-   Allow the official time necessary for an employee to meet with and
    to mentor a student participant.

-   Occasionally inquire and request timely feedback from the mentor and
    the student on their participation in the SEEP Program.

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-   Introduce the student to staff members and conduct a tour of the
    worksite and any nearby Federal facilities they will be expected to
    know to perform job.

-   Assist in providing positive and constructive feedback on how the
    student may improve.

Mentor

All BLM Nevada SEEP Program participants are required to have a mentor.

Mentor Defined

A mentor is defined as \"a coach or guide entrusted with the orientation
and education of another; a tutor.\"

Mentor Criteria

A non-student employee interested in participating as a mentor for the
SEEP Program will be required to complete the "How To Be A Mentor"
online course at the following BLM National Training Center website:
[***www.ntc.blm.gov/courses/1400-19.html***](http://www.ntc.blm.gov/courses/1400-19.html).

A mentor for the SEEP Program is selected on the basis of the following
criteria:

-   Ability to serve as a role model and resource point for the student.

-   Willingness to serve as a mentor on a volunteer and collateral duty
    basis.

-   Exhibit leadership skills and innovation in own career path(s).

-   Commitment to assisting and advising the student.

-   Commitment to mentor the student throughout their tenure as a SEEP
    Program participant; and if determined necessary by the supervisor,
    mentor and student, one year beyond the student's conversion to
    permanent full-time employment.

    -   Commitment to work with the supervisor and student to identify
        another qualified mentor, if a need to withdraw as the student's
        mentor and/or if leaving the duty location or agency.

-   Demonstrate patience and cooperation in working with the student.

-   Ability to communicate effectively in one‑on‑one situations with the
    student, and provide feedback (positive and constructive).

-   Demonstrate tact, diplomacy, and sensitivity in working with the
    student regardless of age, background, or culture.

-   Demonstrate the ability to facilitate the student\'s orienta­tion and
    acclimation to the professional working world by providing technical
    support, administrative guidance, encouragement, and feedback.

Mentor Roles and Responsibilities

-   The mentor shall only mentor, not supervise.

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-   Help the student to adapt to the new community. Help the student to
    feel welcome!

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-   Serve as an unbiased coach, tutor, and confidant with whom the
    student may discuss work‑related and other concerns that the mentor
    and student perceive as affecting the student\'s job performance and
    career development. Those things shared are confidential and shall
    not to be shared with the supervisor unless given permission by the
    student participant.

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-   Provide positive and constructive suggestions on proper office
    demeanor and acceptable work ethics.

This should be coordi­nated with the student\'s supervisor.

-   Evaluate the effectiveness of the mentoring relationship and
    encourage suggestions for change or improvement.

Mentor Training and Student Orientation

If a SCEP Program participant receiving funding support from the
national office (WO-700), the student and assigned mentor are eligible
to attend the formal orientation and training hosted annually by the
National Training Center (NTC; Phoenix, AZ). Thus, if a student is
nationally funded, all travel related expenses for the student and
mentor will be paid for by the Washington Office (WO-700).

If a student is [not]{.underline} nationally funded, the student and
mentor may still attend the NTC one-week orientation and training for
SCEP Program participants, but all of the travel related expenses
[must]{.underline} be paid for by the assigned duty station.

The one-week orientation and training offers exposure and an opportunity
to learn the following:

![](media/image10.wmf){width="2.25in" height="2.1354166666666665in"}

-   Orientation to and comprehensive understanding of the BLM's mission
    and program operations

-   Personal responsibilities for academic achievement and job
    performance to remain in the program

-   Orientation to the varying resource programs managed by the BLM, and
    their importance to the U.S. economy and conservation

-   Organizational structure of BLM

-   Legislative history of BLM

-   Goal/objectives of the SEEP Program

-   Roles and responsibilities of the involved parties of the SEEP
    Program

-   Mentoring program

-   Student-mentor sessions and exercises

-   Student sessions and exercises

-   Mentor sessions and exercises

-   Services and benefits available to BLM employees and SEEP Program
    participants

The aforementioned orientation and training is [not]{.underline}
available to STEP Program participants and their mentors. However,
sufficient orientation and training should be available at the assigned
duty station for all SEEP Program participants, as it is always for
every new agency employee. If additional student orientation and
training is needed, contact the Nevada SEEP Program Coordinator.

Mentor Discussion and Feedback Techniques

Meet in a quiet place, free from interruptions, where the student feels
comfortable.

![](media/image11.wmf){width="1.375in" height="1.1375in"}[Initiate
Discussion]{.underline}

-   Ask for clarification, when applicable

-   Establish an Agenda

-   Ask for examples, pictures, data

-   Ask for input

[Listen]{.underline}

-   Explore ideas rather than debate or defend

[Summarize]{.underline}

-   Compile what has been said

-   Restate

-   Check for agreement

[Guidelines for Constructive Feedback]{.underline}

-   Acknowledge the need for feedback

-   Give both positive and constructive feedback

-   Know how and when to give feedback

    -   Be descriptive

    -   Focus on behaviors

    -   Do not use labels, exaggerate, or judge

    -   Speak for yourself

    -   Phrase each issue as a statement, not a question

    -   Restrict feedback to facts and what you know for certain

    -   Recognize competent skills and behaviors

    -   Help student understand and accept your compliments

    -   Allow for \"think\" time. Be comfortable with \"silence\"

Student

![](media/image12.wmf){width="1.6493055555555556in"
height="1.8555555555555556in"}

All SEEP Program participants are required to do their part to ensure
their success. Thus, the roles and responsibilities of the student
participant are:

-   Communicate expectations, verbally and/or in writing, of the program
    and the mentoring relationship to supervisor, mentor, and SEEP
    Program Coordinator.

-   Evaluate the effectiveness of the mentoring relationship and
    recommend changes, verbally and/or in writing that will meet needs.

-   Complete an exit interview and/or end-of-the work season evaluation.

-   Work closely with the supervisor and mentor regarding the SEEP
    Program appointment.

-   Provide periodic and required reports and feedback to the supervisor
    and the SEEP Program Coordinator.

    -   Grade report at the end of each school semester, quarter, or
        term

    -   Course schedule at the beginning of each school semester,
        quarter, or term

    -   Participate in mid-year (if necessary) and end-of-the year
        performance evaluations (EPPRR)

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    -   Understand and follow the created Individual Development Plan
        (IDP) or training plan; required only for SCEP participants

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-   Learn work duties, responsibilities, and reporting policies
    (attendance, leave, etc.).

-   Perform the duties described in his/her job description and
    performance plan.

-   Establish a work schedule with the supervisor.

-   Work with the mentor and supervisor in assessing his/her training
    and academic needs to successfully convert; if a SCEP to permanent
    employment, and if a STEP to a SCEP position.

-   Inform the supervisor of what is needed to assist with the job (i.e.
    special needs, special conditions, other issues, etc.).

-   Pursue self-development and enhance career development by attending
    training identified in the

Individual Development Plan (IDP).

Academic Institution

The SEEP Program participants' academic institution also has roles and
responsibilities in this process to ensure the students success, and
they are to:

-   Provide a positive and constructive environment in which the student
    can effectively learn.

-   Provide periodic feedback to the student, the supervisor, and the
    State SEEP Coordinator on the students' academic progress

Nevada SEEP Program Coordinator

The SEEP Program is managed and administered by a SEEP Program
Coordinator. The roles and responsibilities of a Coordinator are:

-   Oversee mentoring and SEEP Program operations.

-   Monitor the program to ensure consistency in quality and operation.

-   Promote the program throughout the agency.

-   Coordinate and/or conduct orientation briefings and training
    sessions for student partici­pants, supervisors, and mentors.

-   Conduct briefings for affected managers and supervisors as well as
    for program staff.

-   Maintain effective communication with all involved parties to
    resolve any issues that may occur.

-   Periodically review the program for successes and challenges.
    Evaluate the program and prepare requested reports and
    recommendations on the program\'s progress and need for improvement
    (i.e. EEO Program, State Director, Assistant State Director, etc.).

-   Help develop and implement the SEEP Mentoring Program, assist in the
    screening of potential mentor participants, and assist in matching
    mentors with student participants.

-   Address all questions about the SEEP Program.

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-   Track conversion dates of student participants (SCEPs) at least
    six (6) months prior to the expected date of graduation.

[Probation and Termination]{.smallcaps}

STEP Program Participant

-   Do not serve a probationary period.

-   Will be separated from employment upon expiration of his/her
    temporary appointment, or before, if it is determined that the
    services are no longer required. Every effort will be made to give
    the participant at least one week's notice before terminating
    his/her employment; however, this does not preclude separating the
    student participant without more than 24 hours notice.

SCEP Program Participant

The first year of a SCEP Program participant's appointment is critical
and the student should expect continuous/ongoing performance
assessments. A failure to succeed and meet academic and job performance
expectations can result in termination from the program without appeals
rights. Any break in service in the first year prolongs the first-year
evaluation period by 21 days per month of break in service.

Beyond the first year, SCEP Program participants can still be terminated
due to failure of academic and job success, but are then entitled to
appeal rights.

![](media/image13.wmf){width="1.5in"
height="1.3541666666666667in"}[Conditions of Employment]{.smallcaps}

STEP Program Participant

-   Student does not acquire competitive status or eligibility to be
    non-competitively converted to a temporary, term,
    career-conditional, or career appointment.

-   Student is not eligible for within grade increase when serving in a
    General Schedule position. Federal Wage System employees may be
    eligible for within grade increases.

-   Student is not eligible for retirement, life, and health insurance
    benefits.

-   Student is not covered by adverse action procedures, even when
    renewed for a new one-year appointment.

-   Student is not covered by reduction-in-force (RIF) procedures.

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-   Student is eligible to work on a part-time or full-time basis.

-   Student is eligible to earn annual and sick leave, as well as to
    receive paid holiday benefits.

-   Student is eligible to earn leave when appointed to a position with
    a regularly scheduled tour of duty, either part-time or full-time.
    All regularly scheduled temporary employees earn sick leave and
    those whose appointments are for more than 90 days also earn annual
    leave. Participant is not entitled to military leave.

-   Student is required to be currently enrolled or accepted for
    enrollment in an accredited academic high school, technical or
    vocational, college or university, or graduate or professional
    program.

-   Student is required to have and maintain a cumulative academic grade
    point average of a 2.0 or better throughout his/her academic career.

-   The STEP Program participant is not required to enter into a student
    agreement, but is required to read and sign the Special Conditions
    of Employment for STEP Program Appointments form (Appendix B).

[Work Schedule]{.smallcaps}

The student employment and work experience can be part-time and/or
full-time based on the supervisor's needs for a particular position. The
work schedule and job responsibilities cannot interfere with the
student's academic courses and program curriculum. The following options
are possible:

-   Part-time work and concurrent school attendance; works well if
    attending a school near the duty location

-   Full-time work; typical during the summer only

-   Combination of part-time and full-time work

-   "Breaks in program" are permitted but must be approved by the
    supervisor and the Nevada SEEP Program Coordinator

The SEEP Program requires that all participants must be working with the
agency and/or attending school at all times. A change in any work
schedule or duty location requires that a Request for Personnel Action

(SF-52) be initiated by the supervisor and administrative support
assistant.

[Promotions]{.smallcaps}

The STEP Program participants are entitled to grade promotions only, not
step increases.

![](media/image14.wmf){width="1.4541666666666666in" height="1.75in"}

The SCEP Program participants are entitled to both grade promotions and
step increases.

In order to be considered for a grade promotion, all student
participants and the supervisor [must]{.underline} submit the following:

-   Most recent grade report with cumulative GPA

-   Current or future course schedule

-   Recommendation of the supervisor that states work
    success/accomplishments and the amount of time worked (in hours or
    months) at the current grade level

-   Position description for the new grade and signed by the supervisor,
    if a new position description

-   Review of the Department of the Interior, Bureau of Land Management
    Student Career Experience Program Qualification Standards
    (Appendix A) to ensure that the SCEP Program participant is indeed
    eligible for a grade promotion. The supervisor is responsible for
    reviewing the students completed course work to date and the total
    number of hours worked at the current grade level.

-   Review the Office of Personnel Management Numerical Index Standards
    ([***http://www.opm.gov/qualifications/sec-iii/a/num-ndx.htm***](http://www.opm.gov/qualifications/sec-iii/a/num-ndx.htm))
    for the assigned student occupational series to determine if indeed
    a STEP Program participant is eligible for a grade promotion. The
    supervisor is responsible for reviewing the students completed
    course work to date and the total number of hours worked at the
    current grade level.

-   Initiation of Request for Personnel Action (SF-52) by the supervisor
    and administrative support assistant

For those students who are eligible for a step increase, the Federal
Personnel Reporting System automatically notifies a human resources
staff person of the student eligibility for a step increase. The human
resources staff person then forwards the notification on to the
supervisor for approval in order to complete the final action. All grade
promotions [must]{.underline} be tracked and initiated by the
supervisor.

[Conversion Requirements]{.smallcaps}

STEP Program Participant

A student of the STEP Program is [not]{.underline} eligible for
non-competitive conversion to a temporary, term, career-conditional, or
career appointment. However, a student may be eligible for
non-competitive conversion into the SCEP Program, if all program
requirements are met and the agency has an appropriate table of
organization position available.

Any work experience hours acquired as a STEP Program participant and
directly related to the student's academic program, may be credited
toward the required 640 hours of work experience for the agency SCEP
Program position of interest, if converted.

SCEP Program Participant

A student may be eligible for non-competitive conversion to a
career-conditional, career, or term appointment within 120 days after
successful completion of all academic and SCEP Program requirements.

![](media/image15.wmf){width="1.5395833333333333in" height="1.625in"}

Successful completion of the SCEP Program does not guarantee conversion
to a permanent or term appointment. However, every effort will be made
to convert a SCEP Program participant and will be dependent upon
position availability, workforce needs, position funding, and a
favorable recommendation from the supervisor and mentor for conversion.

In order to be considered for conversion, a student must fulfill the
requirements of the SCEP Program and the student agreement:

-   Completion of at least 640 hours of work experience prior to
    graduation

-   Completion of academic program/curriculum with a cumulative 2.5 GPA
    or better

-   Acquisition of diploma, certificate or degree; successful completion
    of academic program must be posted to the final official transcript

EO-13024 authorizes non-competitive conversion of a SCEP Program
participant to a term appointment in the competitive service. Before the
term appointment expires, the agency may non-competitively convert the
term appointment to a career-conditional or career appointment.

[Questions -N- Answers]{.smallcaps}

What kind of work does a SEEP Program participant do with the agency?

> A SCEP Program participant will be assigned to a position and required
> to perform work that is directly related to the academic field of
> study. The level of work that is performed and the amount of
> responsibility given will be dependent upon how far ad­vanced the
> student is in their formal classroom studies and previous work
> experience acquired. The student will receive a copy of the position
> description assigned and the immediate supervisor will discuss it,
> making sure to explain the job duties and answer any questions that
> might be had about what is expected of the student in the position.
> The student should never be hesitant to ask questions of the
> supervisor, about what he/she might be doing and what will be
> expected. It is important that the student always remembers, this is
> not only a learning experience, but also a professional work
> environment.
>
> A STEP Program participant may be assigned to any position, and is
> [not]{.underline} required to perform work that is directly related to
> his/her academic field of study.
>
> The mentor you are assigned when you enter the SEEP Program is
> available for consultation as soon as you report for duty. Ask your
> supervisor the name and location of your mentor. Your mentor, and
> colleague, is a valuable resource when you have questions about the
> agency, staff, community or just the tone of the workplace. Your
> mentor will be of great assistance to you as you progress through your
> SEEP Program appointment. AGAIN, remem­ber this is a learning
> experience.

![](media/image16.wmf){width="1.5881944444444445in"
height="1.5888888888888888in"}What hours will a SEEP Program participant
be expected to work?

The student and supervisor must discuss and agree upon a realistic work
schedule. Since SEEP Program participants are occasionally assigned to
work with one or more employees, the student may be required to work the
same hours the journeyman-level employees' work. Be sure that you, the
student, have a clear understanding of your work schedule the first day
you report for duty. Also find out what the office policy is regarding
whom you must call and by what time if sick, have an emergency, or
cannot get to work. Also be sure you understand the rules and policies
regarding lunch and breaks.

Where do SEEP Program participants work and under what conditions?

![](media/image17.wmf){width="1.75in" height="1.4736111111111112in"}

The working conditions will vary depending on your office loca­tion and
job responsibilities. All offices are smoke free, and have designated
outdoor locations for smoking. If a smoker, you will want to ask about
smoking privileges. In some areas, eating facilities are readily
available either in the same building or within walking distances. There
are also offices (duty stations) where you may have to take your lunch.
In those instances, a refrigerator and microwave are usually available.
Field assignments may dictate other requirements.

Office work attire will vary with location and job responsibilities.
Although there is not an official BLM dress code, the best advice is to
ask what is acceptable and appropriate at your particular duty station.
Certainly, shirts shall not be too short showing stomach area or too low
to display chest; shorts shall not be too short to reveal buttocks; I
think you get the idea.

The first day and week at work, you will be informed about office
poli­cies concerning access to a federal facility, use of govern­ment
vehicles, telephones, computers, faxes and other office equipment. Be
sure to ask questions if something is unclear. If a field or outdoor
position, expect dry, hot, dusty desert conditions; high, rocky
terrains; and 4-wheel drive roads.

What are the housing and living conditions of a SEEP Program participant
like?

The type of housing and living conditions will vary depending on your
job location. In some of the remote and isolated areas, Government
housing may be available. If it is, you will be informed of cost and
those things you will need. In smaller towns there may not be many
rentals available. Usually in the more metro­politan areas you will be
able to find apartments readily avail­able. The SEEP Program participants
who are expected to work for several days away from the assigned duty
station should be prepared to stay in a motel, at which time you will be
allowed the current per diem rates of the geographic area to cover
expenses. The supervisor and mentor will do what is possible to assist
you with locating appropriate housing. However, understand that
ultimately it is the responsibility of the student to locate and secure
housing.

It is a good idea to find out about the local weather conditions so you
can bring appropriate clothing, rather than have to buy so many things
once you get to the worksite.

When will a SEEP Program participant receive its first paycheck?

![](media/image18.wmf){width="1.625in"
height="1.0277777777777777in"}Federal employees get paid on a biweekly
basis, and there are 26 pay periods a year. Depending on your report
date, you will receive your first paycheck approxi­mately two to three
weeks after your entrance on duty; therefore, be prepared to have
sufficient personal funds to cover your expenses until you are paid.

You will also be requested to have your check deposited directly into an
established account at a financial institution. This means you should
have estab­lished an account at a bank, credit union, or some other
financial institution prior to your report date for duty. If you have a
position that requires you work and travel between states, you may want
to ensure that you also secure an account ATM card in order to access
funds quickly while in travel status.

Do SEEP Program participants get paid for holidays?

Yes, all Federal employees typically receive holiday pay benefits; which
means that you will get paid for the regularly scheduled eight hours as
if you had worked.

So you will get paid for all holidays you are regularly scheduled to
work and have been in pay status either the day prior to the holiday or
the day after the holiday. If you are working a part‑time schedule you
will get paid only for the hours you would be normally scheduled to work
on that holiday.

Is a SEEP Program participant eligible to receive vacation and sick
leave?

Yes, all SEEP Program participants are eligible for and earn both sick
and vacation (annual) leave. If you are working full‑time, you earn 4
hours each of both annual and sick leave every pay period. If you are
working part‑time, you earn 1 hour each of annual and sick leave for
every 20 hours you work. To begin earning and using sick and annual
leave, an employee's position appointment must be for more than 90 days.

![](media/image19.png){width="1.25in" height="1.25in"}You can carry over
from one year to the next an accumulated total of only 240 hours of
annual leave. There is no limit on the amount of sick leave you can
accumulate.

Annual leave must be requested and approved in advance by your
supervisor whenever you need to be away from your job for personal
reasons. Sick leave is used for illness and personal medical‑related
absences (i.e. dental appointments). Check with your supervisor
regarding when you need to provide a doctor's certificate for approval
of long-term sick leave.

Is a SEEP Program participant eligible for health and life insurance
benefits?

Health and life insurance coverage for Federal student employees is
dependent on the type of appointment an employee has and the expectation
of substantial employment during the year. Students in the STEP Program
are considered temporary employees and are generally not entitled to
those benefits. However, once students have been continuously employed
for a year without a break in service exceeding five (5) days, they may
enroll in the [Federal Employee Health Benefits Program]{.underline},
but they would have to pay 100% of the premium (i.e. both the employee
and government share). There is no provision for temporary employees to
be eligible for [life]{.underline} insurance coverage.

Students in the SCEP Program are eligible for both [health]{.underline}
and [life]{.underline} insurance coverage as long as they are expected
to be employed under this appointment authority for at least one year
and are expected to be in a pay status for at least one third of the
total period of time from the date of their initial appointment to the
date of the completion of the program. Cost premiums is split between
the employee and the agency, as it is for all permanent employees (See 5
CFR 870.202 (a)(1) and (2) for life insurance and 5 CFR 890.102 (c)(1)
and (2) for health insurance benefits.

What does "Leave Without Pay" mean?

Leave without pay (LWOP) is when an employee is placed into non‑pay
status. The student employee is still a federal employee and remains on
the employee rolls, but remains in LWOP until ready to return to duty.
The SEEP Program participants are typically placed in LWOP status when
they need to return to school at the end of each work experience period.
However, when the traditional school sessions have ended and the student
is ready to return to work, he/she will be placed back into pay status.

What are alternate and parallel work schedules?

A [parallel]{.underline} work schedule is arranging to work part‑time,
usually about 20 hours per week, while the student is also attending
classes. This is feasible only when the work site is within a short
commute of the academic institution.

The [alternate]{.underline} work schedule refers to working full time
during a work experience period (i.e. summer/Christmas breaks), and then
attending the academic institution full time when the traditional school
sessions are active.

No intermittent work scheduled will be allowed.

Whichever option you choose, it must be discussed with and approved by
the supervisor. Copies of an arranged work and school schedule, along
with a written agreement are required to be on file with your
supervisor. See 5 CFR Part 213 Subpart C 213.3202(a) (1‑3).

Early in your SEEP Program experience, you should review your work and
study schedules with your supervisor, mentor, and the Nevada SEEP
Program Coordinator.

If a SCEP Program participant, it is important to be sure that you will
have accom­plished a sufficient number of work experience hours in an
appropriate time sequence to ensure that you complete the minimally
required 640 hours of work experience before graduation.

Must a SEEP Program participant work or attend school during the summer?

The SEEP Program participant must always be either attending classes,
working at the agency, or both. However, agencies may user their
discretion to permit a "break in program" during which time a student is
neither attending classes nor working. The student would then be placed
into "leave without pay" (LWOP) during this time.

A "break in program" must be approved by the supervisor, SEEP Program
Coordinator, and the Human Resources Officer.

Is there a time limit on the length of a "break in program" an agency
can approve?

No. It is at the discretion of the agency. However, an agency should
take into consideration the following: the student is making reasonable
progress toward acquiring the degree/diploma/certificate, and that the
needs of the manager are also being met.

Who pays a SEEP Program participants travel expenses when working on
behalf of the agency?

![](media/image20.wmf){width="1.4145833333333333in"
height="1.1208333333333333in"}

If you are required to travel in the performance of your job duties,
your transportation will be arranged for you. You will be reimbursed for
your lodging and meals within the travel guidelines set for Federal
employees, and for the geographic location where you are being required
to travel. If a SCEP Program participant, in most instances, you will
have a government credit card issued to you for duty‑related travel
purposes. In order to receive a government credit card, you will be
required to take an examination. You should check with your supervisor
to receive instructions on travel regulations; (i.e., travel
authorizations required before travel, how to complete a travel voucher
after travel, what expenses are allowable, etc.).

The STEP Program participants are not entitled to receive a government
credit card. If a STEP Program participant needs to travel, the student
will be accompanied by an employee who has permission to use a
government credit card; and/or advanced arrangements will be made for
you.

![](media/image21.wmf){width="1.5972222222222223in" height="1.35in"}What
is the difference between the standards of [performance]{.underline} and
the standards of [conduct]{.underline}?

[Performance standards]{.underline} are established so you are aware of
what job tasks you must accomplish and at what level in order to perform
your position in a fully satisfactory manner. You should receive your
performance standards within the first 30 days of your initial
appointment. These standards will be put in your EPPRR (Em­ployee
Performance Plan and Results Report, Form DI‑2002), and your supervisor
will discuss them with you. If you do not fully understand these
standards ask your supervisor to clarify their meaning. Understanding
your job duties and how you can best perform them is very important
early in your SEEP Program experience. At the end of a work experience
period, you will receive a completed EPPRR which evaluates your job
performance during that time period.

This EPPRR performance rating will be used to determine how well you are
doing in the SEEP Program. It will be used to identify your strengths
and weaknesses as a basis for recommending academic courses needed,
determining if your performance in your current position warrants
promotion, or deciding whether or not you should remain in the SEEP
Program. If a SCEP Program participant, you will be issued career
development and training plan forms which you will be required to fill
out to help you and your supervisor track your progress.

[Standards of conduct]{.underline} address how you conduct yourself both
on the job and outside of work. When you report for your initial work
experience you will receive a copy of the BLM Orientation: Employee
Handbook. This three‑ring binder contains pertinent information about
federal employment, including a copy of the Standards of Ethical Conduct
for Employees and/or a booklet called Ethics ‑ An Employee Guide issued
by the Department of the Interior (DOI). This booklet explains the
standards of con­duct on such topics as accepting gifts, outside work,
gambling on government premises, testimony, political activities, and a
variety of other topics in which you should be knowledgeable. Please
read this information thoroughly.

Is the BLM a drug-free workplace?

Yes, on September 15, 1986, President Reagan signed Executive Order
12564, establishing the goal of a drug‑free Federal work­place. The Order
made it a condition of employment for all Federal employees to refrain
from using illegal drugs on or off ­duty. The following is the DOI policy
on illegal drug use: \"It is the policy of the Department that the use
of illegal drugs, on‑ or off‑duty, WILL NOT BE TOLERATED. It is the
responsibility of every employee to comply with this policy.\" All
Federal employees are required to sign a Drug Testing & Security Program
Form 1400‑111 (792) to comply with this regulation.

What does a SEEP Program participant need to learn about their job?

The SEEP Program participant will need to learn everything about his/her
assigned job. For the SCEP Program participant, the student and
supervisor will prepare a career development and training plan
(previously mentioned) soon after you report to work. This plan will
outline the knowledge, skills, and abilities the student will need to
acquire or improve upon, and will include how these knowledge, skills,
and abilities will be developed throughout the students' work
experiences and study periods. This career development plan may include
training strategies other than the courses the student plans to take at
the academic institution, such as BLM self‑studies, video tapes,
rotation assign­ments, shadow assignments, as well as on‑the‑job
training. The supervisor will evaluate the students' progress
periodically and change or update the students' training plan as needed.
The mentor may also be helpful in this process.

Is a SEEP Program participant eligible for promotions?

Yes, all SEEP Program participants are eligible for a promotion.
However, the exact time as to when a student is eligible to receive the
promotion is dependent upon his/her appointment type.

If a SCEP Program participant, the student will be considered for
promotion based on the following criteria: meet the proposed increase
grade requirements as outline in the Department of the Interior BLM
Qualification Standards for the SCEP Program; academic progress and
success, including a 2.5 GPA or better; and written recommendation by
the supervisor, verifying that work expectations have been met and
performance has been satisfactory. Lastly, SCEP Program participants are
eligible for both grade promotions and with-in grade increases.

If a STEP Program participant, in order to be considered for promotion
the student must meet the following criteria: meet the proposed increase
grade requirements as outlined in the Office of Personnel Management
(OPM) Qualification Standards and for the specific occupational series
to which the student is assigned; academic progress and success,
including a 2.0 GPA or better; and written recommendation by the
supervisor, verifying that work expectations have been met and
performance has been satisfactory. Lastly, if a STEP Program participant
is a wage grade (WG) employee, he/she too is eligible for grade and
with-in grade promotions. However, if the STEP Program participant is a
general schedule (GS) employee, he/she is only eligible for a grade
increase; they are not entitled to with-in grade or step increases.

The Nature of Action Code (NOAC) for students in the STEP Program is
actually a conversion to a new appointment (at the next higher grade
level) while keeping the current NTE date.

What benefits are available to SEEP Program participants?

![](media/image22.wmf){width="1.2291666666666667in"
height="1.1590277777777778in"}If a student is employed as a SCEP Program
participant, he/she is eligible to elect federal life insurance and
health insurance benefits. These benefits are avail­able if the student
is scheduled to continue, for more than one year, in the SCEP Program
and is expected to remain in pay status for at least one‑third of the
total time from date of appointment to the completion of the program.

If the student has no prior Federal service or less than five years of
prior civilian service, he/she will be covered by the Federal Employee
Retirement System (FERS). The FERS is a three‑part retirement system:
Social Security, basic annuity, and thrift savings plan. You may enroll
in this program immediately and begin contributing, but you may
contribute no more than 14-percent of your salary per year. However,
please note that the Government will not begin matching your
contributions until after 1 year of service; and even then they will
only match up to 5-percent.

If a student is employed as a STEP Program participant, he/she is
eligible for only annual (vacation) and sick leave and holiday pay, as
previously discussed. The STEP Program is [not]{.underline} eligible for
federal life insurance, health insurance, and retirement benefits.

![](media/image23.wmf){width="1.6388888888888888in"
height="1.1166666666666667in"}Can SEEP Program participants receive
tuition assistance?

If a STEP Program participant, you are [not]{.underline} eligible for
tuition assistance.

If a SCEP Program participant, under Title 5 CFR 213.3202, agencies are
authorized to provide tuition assistance. Tuition assistance, however,
is also based on supervisor approval and the agency/duty location budget
status. If funding is available, in order to receive tuition assistance
you must provide a copy of your current transcript, course schedule, and
bill or invoice to the supervisor. The tu­ition payment will be made
directly to the academic institution by way of the govern­ment training
form SF‑182 and credit card, requisition or agency check.

In order to receive tuition assistance, you will be required to continue
employment with BLM for a specified period of time or pay the monies
back to the Federal government. Basically, you will be required to work
one month for every month of tuition assistance the agency has paid.

It is important that you consider the implications of accepting tuition
assistance. If you fail to continue your education or refuse to continue
your work experience, you will be required to pay back all of the monies
you received in tuition assistance. If you work for BLM after you
graduate, but voluntarily leave BLM for a non‑federal position before
complet­ing the period of service agreed to, you will be required to
repay BLM an amount equal to the portion of service which was not
completed. The Nevada SEEP Program Coordinator may be contacted for more
details.

Once a SCEP Program participant has completed all requirements, what is
the next step?

![](media/image24.wmf){width="1.0840277777777778in"
height="1.1430555555555555in"}

If employed as a SCEP Program participant, the student may continue in
the current position appointment for 120 days beyond the date of
completing the required work experience hours and successfully
completing all academic degree requirements. This 120‑day period is
permitted by Executive Order 12015. At the end of the 120 days, if that
student has not been converted to a term or permanent
(career-conditional, career) position in the Federal government, the
student must be separated from the SCEP Program.

If employed as a STEP Program participant, the student may inquire about
the opportunity to be converted into the SCEP Program. If such a student
position is available, the student must continue his/her education at
least half-time at an accredited academic institution and in a degree or
certificate program directly related to the new student position; submit
an application packet; and await approval or denial into the SCEP
Program.

Is a SEEP Program participant only eligible for non-competitive
conversion into the agency where the student acquired work experience
prior to completion of their education?

No. A student is eligible to be non-competitively converted into any
Federal agency. If unable to convert a student with the agency under
which they were appointed, the agency's SEEP Program Coordinator is
encouraged to try placing the student with other Federal agencies.

How many times can a SEEP Program participant be appointed to the SEEP
Program?

There is no limit to the number of times that a SEEP Program participant
may be appointed as long as the following criteria is met: the student
continues to meet the agency and program definition of a student; there
is a need for the knowledge, skills, and abilities that the student can
offer; the agency will benefit from the student appointment short-term
and/or long-term; there is adequate supervision and mentoring for the
student; and lastly, there is sufficient funding available to hire and
host the student.

What are the age requirements for students to participate in the SEEP
Program?

Participants of the SEEP Program must be in conformance with Federal,
State, or local laws and standards governing the employment of minors.

Can the son or daughter of an agency employee participate in the SEEP
Program?

Yes, there is no longer a restriction that would inhibit a student from
working at the same agency as a parent. The only requirement is that the
parent and student have no direct reporting relationship and that the
relative not advocate the employment, promotion, or advancement of the
student. Policies and regulations regarding this matter can be viewed at
5 CFR Part 310 Subpart A or 5 CFR 213.3202 (b)(6).

Can a student appointed to the SEEP Program remain on the appointment
once he/she has completed all academic/educational requirements?

If a SCEP Program participant, the student may continue on the
appointment for 120 days beyond the date of completing their work and
academic requirements. This 120 day period is permitted by Executive
Order 12015. At the end of the 120 days, if the graduate has not been
convicted to a position in the competitive service, he/she must be
separated from the SCEP Program.

If a STEP Program participant, any student who has completed all
academic requirements for the degree, diploma, or certificate, is no
longer a student and must be separated from the STEP Program even if the
Not-To-Exceed (NTE) date on the current appointment has not been
reached. The reason for the separation is that they are no longer a
"student" and therefore no longer meet the basic eligibility
requirements for the program. The Executive Order 12015 does not apply
to STEP Program participants. If the individual enrolls or is accepted
for enrollment in an additional educational program, they may be given a
SEEP Program new appointment.

Must SEEP Program participants be rated and ranked?

No, Schedule B positions are exempt from the usual competitive examining
procedures (5 CFR Part 213 Subpart C 213.3201) and students appointed
under the Schedule B Student Educational Employment Program are also
exempt from the rating and ranking requirements under the Excepted
Service \[5 CFR Part 302 Subpart A 302.101 (c)(8)\].

However, if there is multiple and varied interest in a student position
to be filled, all who are interested must be given a fair and equitable
opportunity to apply and be considered for hire.

To avoid discrimination complaints, agencies are encouraged to establish
an evaluation and eligibility procedures to protect them. For example,
based on the qualification standards used for the position, student may
be evaluated to determine only eligibility or ineligibility for the
position or may be rated according to more qualitative or selective
factors. It is recommended that procedures be documented and applied
consistently to avoid any appearance of impropriety.

Does veteran's preference apply in the selection process of SEEP Program
participants?

Yes, see 5 CFR Part 302 Subpart A 302.101 (a) and (c).

Is there a public notice requirement for filling SEEP Program positions?

There are [no]{.underline} Office of Personnel Management requirements
for public notice. Agencies may establish procedures of their own.

What qualification standards is an agency to use when appointing SEEP
Program participants?

The Office of Personnel Management does not publish qualification
standards for positions in the excepted service. Therefore agencies have
the option of the following: developing their own qualification
standards or using OPM competitive service qualification standards.

For SCEP Program participants, the BLM has developed its own
qualification standards by which students are appointed and promoted
(See Appendix A).

For STEP Program participants, the BLM has chosen to use the Office of
Personnel Management competitive service qualification standards for the
appointed occupational series. The same standards shall be used if the
supervisor desires to promote the student to the next higher grade.

Do time-in-grade restrictions apply to SEEP Program participants?

If a SCEP Program participant, time-in-grade restrictions do not apply.
However, if a STEP Program participant, time-in-grade does apply because
the agency has decided to use the competitive service qualification
standards to appoint and promote STEP Program participants.

What qualification standard is used to convert a SCEP Program
participant to a term, career-conditional, and career appointment?

The agency must use the Office of Personnel Management qualification
standard for the appointed and/or targeted occupational series to which
the student is being converted.

Into what 'tenure group' is SEEP Program participants placed?

Students in the STEP Program, provided they have completed one year of
continuous service, are placed in Tenure Group 3; while students in the
SCEP Program are placed in Tenure Group 2 (See 5 CFR 351.502).

How is the SEEP Program participant's position classified?

If a STEP Program participant, the students' position is classified by
the appointed or assigned occupational series number established by the
Office of Personnel Management. For example, a range technician STEP
Program appointee would be classified as 0455 as identified by the
Office of Personnel Management numerical qualification standards.

If a SCEP Program participant, the students' position is classified by
the appointed or assigned 'student trainee', \-- 99, series for the
appropriate occupational group. For example, a wildlife biologist
student trainee or SCEP Program appointee would be classified as 0499,
instead of 0486; or a land surveyor would be classified as 1399, instead
of 1373.

Can SEEP Program participants be paid minimum wage?

No, SEEP Program participants [must]{.underline} be paid according to
the classification of the job.

Are SEEP Program participants eligible for retirement benefits?

Students of the STEP Program are not eligible to receive retirement
benefits (See 5 CFR 831.201 and 842.105). However, students of the SCEP
Program with less than five (5) years of prior civilian service are
generally covered by the Federal Employees Retirement System (FERS; See
5 CFR, part 842).

Is an agency required to write performance plans for students and
conduct performance evaluations?

The Office of Personnel Management (OPM) encourages agencies to
establish performance plans and conduct performance evaluations for all
SEEP Program participants in order to: document what the student is
expected to do and advise the student on how well he/she is performing.
Performance appraisals can be used as documentation to support both
positive and negative consequences of the students' performance.

If the BLM in Nevada wishes to separate a SEEP Program participant due
to poor performance or conduct, does the student have any procedural or
appeal rights?

The SEEP Program participants, appointed to excepted service programs,
regardless of how long they have worked for the agency, generally have
no procedural or appeal rights if separated for poor performance or
conduct. There are however, exceptions to this general rule.

First, students who are preference eligible employees who have completed
one year of current continuous service in the same or similar positions
are entitled to the procedural rights required by part 432 (unacceptable
performance) or part 752 (misconduct) of title 5, CFR. In addition, they
have the right to appeal to the Merit Systems Protection Board.

Second, non-preference eligible students who have completed one year of
current continuous employment in the same or similar position(s) are
entitled to the procedural rights, but not the appeal rights of part
432.

If the BLM in Nevada wants to terminate a SCEP Program participant
because it is unable to offer him/her a position after graduation does
the agency need to use "Reduction-In-Force" procedures?

If the student has not completed his/her educational requirements, then
the student is covered by the Office of Personnel Management's
Reduction-In-Force (RIF) regulations and is placed in excepted service,
Tenure Group 2. If, however, the student has completed his/her
educational requirements, and is within the 120 day conversion period
for optional conversion, ,he/she has no vested right to remain employed
and has no mandatory right to be non-competitively converted to the
competitive service. Therefore, the BLM in Nevada may terminate the
student without regard to RIF regulations.

[Appendix A]{.smallcaps}

United State Department of the Interior

Number range CHAPTER[Bureau of Land Management]{.smallcaps}

# Qualification Standards for the Student Career Experience Program

Qualification Standards for Student Trainee positions in the Student
Career Experience Program are regulated by the 5 CFR 213.3202.
Eligibility and selection requirements are described in the Code of
Federal Regulations (CFR) and the Department of the Interior Student
Career Experience Program Handbook. These Qualification Standards should
be applied to all GS-XX99 occupational series in the excepted service.
Student Trainee positions in the competitive service are covered by the
Student Trainee Qualification Standard for Competitive Service
Positions. This standard [does not]{.underline} apply to students hired
into the [Student Temporary Employment Program]{.underline}.

[Initial Appointment Requirements]{.underline}

Student Trainees with no previously related education and/or experience
qualify for an initial appointment as described in the following chart.

  ----------------------- -----------------------------------------------
  Number range            Level of Education
  CHAPTERGeneral          
  Schedule - Grade        

  GS - 01                 Enrollment in a high school diploma or
                          equivalent program (GED)

  GS - 02                 High school diploma or equivalent

  GS - 03                 Completion of 1 academic year of post high
                          school study

  GS - 04                 Completion of 2 academic years of post high
                          school study or an associate's degree

  GS - 05                 Completion of 4 academic years of post high
                          school study leading to a bachelor's degree or
                          completion of 4 academic years of
                          pre-professional study

  GS - 07                 Completion of 1 academic year of graduate level
                          education or bachelor's degree with Superior
                          Academic Achievement (3.5 GPA), or 5 academic
                          years of pre-professional study

  GS - 09                 Completion of 2 academic years of graduate
                          level education or master's or equivalent
                          graduate degree

  GS -11                  For research positions, completion of all
                          requirements for a master's or equivalent
                          degree
  ----------------------- -----------------------------------------------

The required education must be:

-   Directly related to the career field into which the Student Trainee
    will receive training with the agency, or

-   Be applicable under the Qualification Standards for the target
    occupational series being pursued with the agency.

[Special Provisions for Student Trainees with Previously Related
Education and/or Experience]{.underline}

For both an initial appointment to and concurrent with conversion into
the Student Trainee program, the applicant's previous education and/or
experience (including non-student trainee experience) should be
evaluated using the qualification for the target position to determine
whether it is creditable. Non-student trainee experience does not count
towards the 640 hours of career-related work experience.

If any portion of the education and/or experience meets the requirements
in the qualification standard for the target position, then both the
initial appointment and conversion may be made at the highest-grade
level for which the applicant is qualified and eligible.

[Promotion Requirements]{.underline}

During the SCEP appointment, a Student Trainee may be promoted to higher
graded trainee positions based on their Federal Government Student
Trainee work experience, upon recommendation of the supervisor, and
academic success and progress. The BLM Nevada Student Educational
Employment Program (SEEP) Coordinator determines academic success and
progress. The SEEP Coordinator evaluates and assesses the student's
transcript for cumulative academic credit hours earned (See Explanation
of Terms), actual coursework completed, and a cumulative academic grade
point average (GPA) of a 2.5 or better.

**Note:** If qualified and using these Qualification Standards, the
Human Resources Office and/or the SEEP Coordinator may promote
immediately prior to conversion a Student Trainee one last time and do
so non-competitively.

The 5 CFR 213.3202 (d) (8), authorizes agencies to develop Qualification
Standards for evaluating and promoting SCEP participants. Promotions are
based on the following charted criteria.

  ---------------------- ------------------------------------------------
  General Schedule -     Level of Education and/or Experience
  Grade                  

  GS - 02                Continued study in a high school education
                         program and completion of 2 months of Student
                         Trainee work experience at the GS-01

  GS - 03                Completion of one full semester or the
                         equivalent of post-high school study and 2
                         months of Student Trainee work experience at the
                         GS-02

  GS - 04                Completion of 1 academic year of study and 4
                         months of Student Trainee work experience at the
                         GS-03; or completion of 1½ academic years of
                         study and 2 months of Student Trainee work
                         experience at the GS-03

  GS - 05                Completion of 3 academic years of study leading
                         to a bachelor's or higher degree and 2 months of
                         GS-04 Student Trainee work experience; or
                         completion of 2½ academic years of study leading
                         to a bachelor's or higher degree and 6 months of
                         GS-04 Student Trainee work experience
  ---------------------- ------------------------------------------------

Student Trainee positions where the target occupation follows a
one-grade interval pattern.

  ---------------------- ------------------------------------------------
  General Schedule -     Level of Education and/or Experience
  Grade                  

  GS - 06                Completion of 4 academic years of study or all
                         of the requirements for a bachelor's degree and
                         completion of 2 months of GS-05 Student Trainee
                         work experience
  ---------------------- ------------------------------------------------

Student Trainee positions where the target occupation follows a
two-grade interval pattern.

  ---------------------- ------------------------------------------------
  General Schedule -     Level of Education and/or Experience
  Grade                  

  GS - 07                Completion of 4 academic years of study or all
                         of the requirements for a bachelor's degree and
                         completion of 2 months of GS-05 qualifying
                         Student Trainee work experience; or completion
                         of 4 academic years of pre-professional study
                         and completion of 2 months of GS-05 Student
                         Trainee work experience

  GS - 09                Completion of 1 full year of graduate level
                         study and completion of 2 months of GS-07
                         Student Trainee experience; or completion of 5
                         academic years of pre-professional study and
                         completion of 2 months of GS-07 Student Trainee
                         work experience; or completion of ½ year of
                         graduate level study and 6 months of GS-07
                         Student Trainee work experience

  GS - 11                Completion of 2 full years of graduate level
                         study and completion of 2 months of GS-09
                         Student Trainee experience; or completion of 1
                         full year of academic experience and 6 months of
                         GS-09 Student Trainee work experience
  ---------------------- ------------------------------------------------

[Explanation of Terms]{.underline}

The Office of Personnel Management (OPM) defines an academic year of
undergraduate education as 30 semester hours, 45 quarter hours, or the
equivalent in an accredited college or university; or approximately 36
weeks for at least 20 classroom hours per week in an accredited
business, technical, or secretarial school.

Pre-professional study is in fields that require a post-baccalaureate
degree at the entry level (i.e. veterinary medicine, social worker,
etc.)

An academic year of graduate education is considered to be the number of
credit hours that the school attended has determined to represent 1
academic year of full-time study. This determination is made based on
normal course loads for a full year of study in the graduate program. If
that information cannot be obtained from the school, 18 semester hours
or 27-quarter hours should be considered as satisfying the 1-year of
full-time study requirement at the graduate level. Part-time graduate
education is creditable in accordance with its relationship to a year of
full-time study at the school attended.

Work months are calculated on a full-time basis. One work month is equal
to approximately 160 base hours worked.

[Conversion Requirements]{.underline}

The Student Trainee is eligible for non-competitive conversion to a
term, career-conditional, or career appointment to the target position
within 120 days following completion of all educational and work
experience requirements.

Note: Successful completion of the SCEP Program does not guarantee
conversion to a permanent appointment. Conversion will be dependent upon
supervisor recommendation, academic success, position availability, and
workforce needs and funding.

Student must fulfill the following requirements of the student agreement
and SCEP Program:

-   Completion of at least 640 hours of work experience prior to
    graduation

-   Completion of academic program with a cumulative academic 2.5 GPA or
    better

-   Acquisition of certificate or degree

-   Meet Office of Personnel Management (OPM) Qualification Standards
    for the target position, including any minimum educational,
    licensing or certification requirements

**[Test Requirements]{.underline}**

A written test is not required for Schedule B Student Trainee positions
at the time of initial appointment or upon conversion.

## [Probation and Termination]{.underline}

A Student Trainee failing to meet the SCEP Program requirements will be
initially placed on probation for a limited period of time, as agreed to
and approved by the supervisor, the student, and the Student Educational
Employment Program Coordinator. If the Student Trainee continues to fail
to meet the SCEP Program requirements, even after the agreed and
approved time has passed, the Student Trainee will be terminated and
removed from the SCEP Program immediately.

Note: If the termination occurs during the 1-year probationary period,
the student has no appeal rights. However, if the student is terminated
beyond the 1-year probationary period, the student is entitled to appeal
rights.

[Appendix B]{.smallcaps}

United States Department of the Interior

[Bureau of Land Management]{.smallcaps}

Special Conditions of Employment for Appointments Under the

Student Temporary Employment Program (STEP)

The following terms and conditions of employment with the Bureau of Land
Management in Nevada are applicable to all persons appointed and serving
under a Student Temporary Employment Program (STEP):

1.  You do not acquire competitive status or eligibility to be
    non-competitively converted to a career-conditional appointment.

2.  You do not serve a probationary period.

3.  You are not eligible for within grade increases when serving in a
    General Schedule position. Federal Wage System employees may be
    eligible for within grade increases.

4.  You are not eligible for retirement, life, and/or health insurance
    benefits.

5.  You are not covered by adverse action procedures, even when renewed
    for a new one-year appointment.

6.  You are not covered by reduction-in-force (RIF) procedures.

7.  You will be separated from employment upon expiration of your
    temporary appointment, or before, if it is determined that your
    services are no longer required. Every effort will be made to give
    you at least one week's notice before terminating your employment;
    however, this does not preclude separating you without more than 24
    hours notice.

8.  You are eligible to work on a part-time, intermittent, or full-time
    basis.

9.  You are eligible to earn annual and sick leave, as well as to
    receive paid holiday benefits.

10. You begin to earn leave when appointed to a position with a
    regularly scheduled tour of duty, either part-time or full-time. All
    regularly scheduled temporary employees earn sick leave and those
    whose appointments are for more than 90 days also earn annual leave.
    You are not entitled to military leave.

11. You are required to be a student currently enrolled or accepted for
    enrollment in an accredited academic high school, technical or
    vocational, college or university, or graduate or professional
    program.

12. You are required to have and maintain a cumulative academic grade
    point average of a 2.0 or better throughout your academic career.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

I have read and I understand the terms and conditions of my Student
Temporary Employment Program appointment as described above.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Employee Signature Date

[Appendix C]{.smallcaps}

United States Department of the Interior

[Bureau of Land Management]{.smallcaps}

Preparation for Individual and Career Development Planning

In preparation for creating and developing an Individual Development
Plan and/or Training Development Plan, the agency encourages you to
consider and brainstorm the following Four Steps to Career Satisfaction
Questions below. When doing so, be sure to address each question
category and its suggestions.

1\. Who am I?

> A. Occupational Interests

-   What do you like and dislike

> B. Career Values

-   The values that your job satisfies for you

> C. Transferable Skills

-   Skills that you can take from school to work, and from job to job

> D. Personal Communication Style

-   Check out your management and/or communication style (concise,
    ramble, etc.)

> E. Decision-making Style

-   Your customary way of approaching decision-making

> F. Organizational Skills

-   Able to complete assigned tasks

-   Able to prioritize multiple tasks and complete each timely

> G. Academic and Career Goals / Objectives

-   Establish goals and accomplish

2\. What options do I have?

> A. Lateral

-   Moving to a comparable position either within or outside the
    organization

> B. Upward

-   Moving up within your present career field

-   Striving to acquire another degree

> C. Enrichment

-   Job enrichment within your current position

> D. Realignment

-   A downward job change can be beneficial, usually with opportunities
    for future advancement

3\. Career choice -- which is best for me?

> A. Compatible with my values
>
> B. Fits my interests and is satisfying
>
> C. Consistent with my personal communication style
>
> D. Maximizes my transferable skills

![](media/image25.wmf){width="1.4048611111111111in"
height="1.2180555555555554in"}

4\. How do I get there?

A.  Design a Career Strategy Plan

-   Individual Development Plan

-   Training Development Plan

> B. This plan should be the best fit between \"who I am\" and my career
> options
>
> C. This plan must be realistic and designed in manageable, workable
> increments

D.  This plan must be reviewed and approved by all parties involved; and
    revisited

occasionally to assess progress and accomplishments

> [Appendix D]{.smallcaps}

UNITED STATES DEPARTMENT OF THE INTERIOR

BUREAU OF LAND MANAGEMENT

WASHINGTON, D.C. 20240

In Reply Refer To:

1400-410 (700) I

July 28, 2003

EMS TRANSMISSION 07/28/2003

Information Bulletin No. 2003-115

To: All Bureau Employees

From: Assistant Director, Human Resources

Subject: Automated Individual Development Plans

Background

The National Training Center developed a simple automated Individual
Development Plan (IDP) for use by Bureau of Land Management (BLM)
employees. This was first made available to all Bureau employees through
Information Bulletin No. TC-2001-09, dated December 19, 2000. This
updated Information Bulletin is being issued for several reasons:

1\. To remind all employees about the automated IDP form;

2\. To reissue the current Lotus Notes link to ensure the correct Lotus
Notes document link is being used.

3\. To encourage all employees to develop an IDP to focus on their
career development.

Lotus Notes IDP Document Link

Here is the link to the IDP. =\> (See the link in the transmission
email).

When you click on this link, it will place the automated IDP on your
Lotus Notes Workspace as a link titled \"IDP on LMTC3.\" Now you will be
able to access and update your IDP whenever you want by going to your
Lotus Notes Workspace and clicking on the link titled "IDP on LMTC3."

If you have any difficulties finding the Workspace IDP link you created,
here is an alternative way to access the automated IDP:

\- While in Lotus Notes, click on \"File.\" (This is usually at the top
of the page.)

\- Next click on \"Database\" and then on \"Open.\"

\- A page called \"Open Database\" appears. The top box on this page has
a \"Server\" pick list.

\- Scroll down until you find the server called \"LMTC3/BLM/DOI.\" Click
on this server.

2

\- This reveals a Database pick list. Scroll down until you find the
folder called \"Improvement.\"

This is located toward the bottom of the pick list. Click on the
\"Improvement\" folder.

\- Next, select the \"IDP\" database and click on it.

\- This will take you to the automated IDP.

Who Should Complete an IDP?

All employees can benefit from having and using an IDP and are
encouraged to develop one. Employees in the following categories must
complete an IDP:

1\. Executives, managers, and supervisors participating in the BLM's
360-degree Leadership Needs Assessment Tool as explained in IB TC
2001-20, dated July 17, 2001.

2\. Participants in the BLM's Leadership Excellence Programs (such as
Leadership Academy and Leadership Challenge) requiring completion of an
IDP as prescribed by the National Training Center (NTC)

3\. Participants in other developmental programs requiring the
completion of a leadership assessment tool or IDP.

States, Centers and Washington Office Directorates may also require all
of their employees to develop an IDP.

The IDP is intended to be a current working document. Employees and
their supervisors should monitor their progress every 6 to 12 months.
This time frame is short enough to allow employees to focus on short
term goals but provides adequate time for adjustments or planning of
long term goals. Supervisors are encouraged to promote this system with
their employees.

Who Can Access an Employee's IDP?

Only the employee who creates the IDP can make changes to it. The system
provides for each supervisor to view and approve their employees' IDPs.
The system also provides an opportunity for the employee to identify
others who can view the document (such as Training Officers or NTC
Training Coordinators).

Further Information

The attached "Frequently Asked Questions" cover most issues. However, if
you need more information about this automated IDP, please contact
Lorraine Farley (602) 906-5597 or Jean Sammon (602) 906-5622. For
assistance in locating documents and links on your Lotus Notes
Workspace, contact your local System Administrator.

Signed by: Authenticated by:

Marilyn H. Johnson Barbara J. Brown

Assistant Director Policy & Records Group, WO-560

Human Resources Management

1 Attachment

1 -- Frequently Asked Questions (2 pp)

Number range CHAPTERUNITED STATES

DEPARTMENT OF THE INTERIOR

Bureau of Land Management

INDIVIDUAL DEVELOPMENT PLAN

PART I

A. Name of employee (Last, First and M.I.) B. Office Code C. Position
Title, Series, and Grade

PART II

  ------------------- ------------ ------------ --- --- ------ ------------- --- --- ------ -------------- -------------
  A.                  B. State the C.                          D. Current                   E. Training    F. State the
  Current/projected   knowledge,   Importance                  proficiency                  priority\*\*   type of
  job tasks           skills, and  level to job                level                                       learning
                      abilities                                                                            activity
                      that need to                                                                         recommended
                      be                                                                                   to develop
                      developed.                                                                           the needed
                                                                                                           skills,
                                                                                                           knowledges,
                                                                                                           and
                                                                                                           abilities. If
                                                                                                           formal
                                                                                                           training,
                                                                                                           specify
                                                                                                           potential
                                                                                                           resource and
                                                                                                           location, if
                                                                                                           known.

                                   1            2   3   4      3             2   1   0                     

                                   LEAST                MOST   LOW                   HIGH                  

                                                                                                           

                                                                                                           

                                                                                                           

                                                                                                           
  ------------------- ------------ ------------ --- --- ------ ------------- --- --- ------ -------------- -------------

\*\*Multiply C (Importance level) by D (Proficiency level) to determine
training priority.

NV 1400-46 (410)

(March 1998)

+---------------+---------------+---------------+--------+------------+
| PART III      |               |               |        |            |
+---------------+---------------+---------------+--------+------------+
| 1\. LONG TERM |               |               |        |            |
| CAREER GOALS: |               |               |        |            |
+---------------+---------------+---------------+--------+------------+
| 1a.           | 1b.           | 1c. Formal    | 1d.    | 1e.        |
| Developmental | Developmental | Training,     | P      | Planned    |
| Objectives    | Assignments   | Workshops,    | lanned | Completion |
| (List the     |               | Conferences.  | Start  |            |
| most          | (Identify     |               |        |            |
| important     | type, dates,  |               |        |            |
| skills,       | lengths, and  |               |        |            |
| knowledges,   | locations.    |               |        |            |
| and abilities | Include both  |               |        |            |
| needed to     | on and        |               |        |            |
| meet your     | off-the-job   |               |        |            |
| long-term     | assignments,  |               |        |            |
| career        | details,      |               |        |            |
| goals.)       | special       |               |        |            |
|               |               |               |        |            |
|               | projects,     |               |        |            |
|               | self-study,   |               |        |            |
|               | etc.).        |               |        |            |
+---------------+---------------+---------------+--------+------------+
| 2\. WILL YOU  |               |               |        |            |
| ACCEPT        |               |               |        |            |
| REASSIGNM     |               |               |        |            |
| ENT/PROMOTION |               |               |        |            |
| TO:           |               |               |        |            |
+---------------+---------------+---------------+--------+------------+
| 3\. IF IDP    |               |               |        |            |
| REQUIRES      |               |               |        |            |
| POSSIBLE      |               |               |        |            |
| RELOCATION,   |               |               |        |            |
| INDICATE      |               |               |        |            |
| MOBILITY      |               |               |        |            |
| STATUS        |               |               |        |            |
|               |               |               |        |            |
| \[ \] I am    |               |               |        |            |
| mobile \[ \]  |               |               |        |            |
| I am not      |               |               |        |            |
| mobile (state |               |               |        |            |
| reason) \[ \] |               |               |        |            |
| Will be       |               |               |        |            |
| mobile in     |               |               |        |            |
| future        |               |               |        |            |
| (indicate     |               |               |        |            |
| when)         |               |               |        |            |
+---------------+---------------+---------------+--------+------------+

  ----------------------- ----------- ---------------------- ------------
  4\. EMPLOYEE SIGNATURE: DATE:       5\. SUPERVISOR\'S      DATE:
                                      SIGNATURE:             

  ----------------------- ----------- ---------------------- ------------